PLANETARIUM & ASTRONOMY CENTER
LAUREN DUNNE
PLANETARIUM & ASTRONOMY CENTER LAUREN DUNNE CAPSTONE RESEARCHING & PROGRAMMING JEFFERSON UNIVERSITY FALL 2018
CAPSTONE R & P PROFESSOR
LISA PHILLIPS, IIDA, NCIDQ ASSOCIATE PROFESSOR @ JEFFERSON E: LISA.PHILLIPS2@JEFFERSON.EDU
INDUSTRY ADVISORS
DERRICK PITTS, SC.D CHEIF ASTRONOMER, PLANETARIUM PROGRAM DIRECTOR THE FRANKLIN INSTITUTE SCIENCE MUEUM E: DPITTS@FI.EDU
CAPSTONE PROFESSOR
LAWRENCE McEWON, RA ADJUNCT PROFESSOR @ JEFFERSON E:
GEORGE GIANNATTASIO PLANETARIUM OPERATIONS SPITZ, INC. E: SPITZ@SPITZINC.COM
DEDICATED TO: MYSELF - FOR PERSERVERING THROUGH ALL THE OBSTACLES PUT BEFORE YOU AND CREATING THIS BOOK, BET YOU NEVER THOUGHT YOU’D BE AN AUTHOR, HUH? THE MOON - FOR BEING MY INSPIRATION. MY FAMILY & FRIENDS - BECAUSE IF I MAKE IT TO THE NEW YORK TIMES BESTSELLER’S LIST, IT WOULD BE RUDE NOT TO.
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TOPICAL EXPLORATIONS
PAGE 17
QUALITATIVE & TECHNICAL CRITERIA
PAGE 11
CASE STUDY
01 02 03 04 05 PAGE 1
HISTORIOGRAPHY
INTRODUCTION
TABLE OF CONTENTS PAGE 53
PAGE 101
APPENDIX & BIBLIOGRAPHY
PAGE 87
CONCLUSION
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BUILDING ANALYSIS, CODE, REGULATIONS & STANDARDS
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PROGRAM DEVELOPMENT & DOCUMENTATION
SITE CONTEXT, CLIMATE & ZONING
06 07 08 09 10 PAGE 105
01 INTRODUCTION
“One small step for man; one giant leap for mankind.” – Neil Armstrong
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CONTEXT According to a study done in 2010, 63 percent of Americans expect astronauts to land on Mars in the near future, while 53 percent believe that civilians will be able to travel to space by 20501; another study done showed that 1/3 of Americans believe that within the next 50 years there will be long-term colonies in space2. In order to reach these goals, we must have people with passion, interest and training in fields such as Astronomy and Astrophysics, Aerospace, as well as Aeronautical and Astronautical Engineering; all of these being considered STEM fields, or fields of Science, Technology, Engineering and Mathematics3. Since 1990, the amount of open positions in STEM fields in the United States has increased by 79% from 9.7 million to 17.3 million, exceeding that of the overall growth of the job market in the U.S4. Although there is constant growth in the industry and a need for professionals trained in these fields, only 16 percent of all American students are interested in these careers, and less than half of those interested are actually pursuing them5. During the Obama administration it was discovered that not enough of America’s youth had access to quality STEM programs and learning opportunities, leading to too few students believing this is a field they would have interest going into in the future6. With 81 percent of Asian-American high school students and 71 percent of Caucasian high school
students attending schools with a full range of mathematics and science classes, the percentages of American-Indians, Native Alaskan, African-American and Hispanic high school students receiving the same opportunities are significantly lower7. It has been said that in order to see an overall growth of those with an interest and passion to pursue these fields, those who make up the underrepresented minorities of the STEM community must be able to engage and be supported to pursue these careers. After making these discoveries, now more than ever there is a push to introduce STEM curriculums at younger ages and at a greater volume and outreach, resulting in a need for more resources.
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DESIGN GOALS The overall objective of this project is to design a Planetarium and Astronomy Center for children and students, grades Kindergarten through 8. The proposed project will be able to be used as a resource for students, and surrounding schools to help promote STEM curriculum and education throughout the community, bringing more opportunities to the area. The main goal of the facility is to provide students with additional opportunities and hands-on learning experiences as an extension of what they are learning in the classroom. With the intent of stimulating all senses through the unique exhibits, this will be another way to allow students to better understand something so much greater than themselves.
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ROLE OF THE DESIGNER The role of a designer in projects like this is to always keep in mind the welfare and well-being of the end users. Because the facility is aimed primarily towards children, it will have to be designed with them in mind. Due to the large span of ages present in grades Kindergarten to 8, a focus on minority populations, and being inclusive of those with disabilities, it is important that the end product provide equal opportunities to learn and explore; leading to an overall universally designed space.
RESEARCH GOALS & METHODS In order to produce a successful end
product, many forms of research will be conducted. In addition to online sources discussing STEM education and Astronomy, books and journals on the topics will also prove useful. While these resources will be helpful in providing statistics and insight on these topics, the only way to truly grasp how facilities like these function is to visit similar existing facilities and observe how the space is used. While at these facilities, interviews of staff and other guests will be conducted in order to gather alternative points of view. In addition to research done specifically on STEM curriculums and the field of Astronomy, it will also be necessary to take a look into modern teaching methods in order to understand all of the unique ways that children learn.
ENVIRONMENTAL & SUSTAINABILITY OBJECTIVES Due to the facility’s major focus on modern science and technology, it is a priority that the overall design also reflect these fields. Adaptive reuse of the site will play a large role in the sustainable aspects of the facility; it is important that the center be designed with modernday environmental philosophies in mind in order to reinforce its purpose of promoting STEM education. Throughout the design process, WELL Building Standard, Living Building Challenge and LEED criteria will all be referenced and taken into consideration when executing the final product.
“The role of the designer is that of a good, thoughtful host anticipating the needs of his guests” –Charles Eames
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USERS & DEMOGRAPHICS With the U.S. Department of Education’s push to make more investments in STEM education, the facility will hypothetically be government funded. Through this facility they will be able to reach their goals of improving STEM education in grades Pre-School to 12th Grade, increasing and sustaining public and youth engagement in STEM programs, and better serving groups historically underrepresented in the STEM fields8. Due to the proposed project’s relativity to student’s education, the facility will have to be designed with modern teaching methods in mind as well.
USER GROUP The users of the facility will include the children and students from the surrounding communities and schools in the area, with a major focus on those from Kindergarten to 8th Grade. The proposed project is meant to reflect aspects of the STEM curriculum touched upon during these years in grammar and secondary school. The staff will be made up of a mix of volunteers from the community with an interest in astronomy and other STEM fields, higher education students of STEM fields, as well as field professionals, specifically in astronomy and astrophysics.
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DEMOGRAPHICS
CONCLUSION
The proposed project will be aimed towards students in grades Kindergarten through 8th, with a focus on minority inclusion and participation. The proposed project will be located in an urban setting where it will have greater accessibility to minority communities.
The overall goal of the proposed project is to inspire the next generations to make new discoveries and look into the future. The facility will guide students and promote these values through the use of STEM curriculum and active learning .
In the area of the proposed site, kids ages 0 to 17 make up over 20 percent of the population. African-Americans make up 93 percent of the overall community population, with 2.1 percent of the population being Caucasian, 1.2 percent being Hispanic, .5 percent being Asian, and 2.9% either being racially mixed or of another race not previously mentioned9. The hope for the placement of the proposed facility in this neighborhood is that it will help to bring opportunities and support within in the community when ti comes to STEM programs.
SOCIO-ECONOMIC CONDITIONS The proposed project is not directly associated with any socio-economic conditions in particular, as it is more directed towards schools and students in general. Although there is not specific condition, because the facility will be government funded, a budget will have to be considered.
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CITATIONS 1] Kennedy, Brian. 2018. “5 Facts About Americans’ Views On Space Exploration”. Pew Research Center.http://www.pewresearch.org/fact-tank/2015/07/14/5-facts-about-americans-views-onspace-exploration/. 2] Ibid. 3] “Science, Technology, Engineering And Math: Education For Global Leadership”. 2018. Ed.Gov. Accessed August 25. https://www.ed.gov/stem. 4] Graf, Nikki, Richard Fry, and Cary Funk. 2018. “7 Facts About The STEM Workforce”. Pew Research Center. http://www.pewresearch.org/fact-tank/2018/01/09/7-facts-about-the-stem-workforce/. 5] “Science, Technology, Engineering And Math: Education For Global Leadership”. 2018. 6] Ibid. 7] Ibid. 8] Ibid. 9] “Race And Ethnicity In Cedarbrook, Philadelphia, Pennsylvania”. 2018. Statistical Atlas. Accessed August 25. https://statisticalatlas.com/neighborhood/Pennsylvania/Philadelphia/Cedarbrook/ Race-and-Ethnicity.
IMAGES 1] NASA. 2015. Astronaut Selfie. Image. https://unsplash.com/photos/5e9CmF-Ge9Y. 2] SpaceX. 2018. Spacex Falcon 9 And Dragon Vertical. Image. https://unsplash.com/photos/9dF 7pCyaM9s/info. 3] NeONBRAND. 2017. Classroom. Image. https://unsplash.com/photos/zFSo6bnZJTw. 4] Pacheco, Austin. 2018. Schools Out. Image. https://unsplash.com/photos/uZkgI3opcvE. 5] Thomas, Jeremy. 2016. Colorful Galaxy. Image. https://unsplash.com/photos/E0AHdsENmDg.
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02 HISTORIOGRAPHY
a s t ro n o n o m y [noun] as • tron • o • my the study of the stars, planets & space.1
For centuries people have been trying to make sense of what they see in the night sky, leading astronomy to be considered humanity’s oldest science3. Since the beginning of time people associated the stars and other occupancies of the sky with greater powers, and as time went on and more technology developed people’s perspectives and understandings changed.
EARLY STRUCTURES
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As long as there have been civilizations on this earth, people have been creating structures across the world reflecting the patterns of what they observe in the sky. When thinking about the beginnings of astronomy, Stonehenge and Greek philospohy often come to mind, but Stonehenge only dates back to 2500
BCE4, and Greek methodology did not begin until about 600 BCE5; there are many earlier instances of these instances recorded in history. The oldest known structure to feature astronomical alignments is located in Egypt6. Nabta Playa features a stone circle, similar to that featured at Stonehenge, representing a calendar relative to the Summer Solstice7. In addition to mapping this solar event, they also made stone arrangements which appear to reflect the visible stars of the night sky to aid in navigation during hunting excursions8. Roughly 1,000 years later, half-way across the world in Australia, the first known observatory, Wurdi Youang was constructed9. The structure features 90 blocks of basalt organized to identify the Spring and Fall
Equinoxes as well as the Summer and Winter Solstices10. Between the years of 5500 and 2000 BCE, another structure similar to that of Stonehenge was erected in Armenia11. Zorats Karer, also referred to as the Armenian Stonehenge features over 200 large monoliths, with at least 80 featuring 2-inch diameter holes towards the top which may have been used as telescopes in order to get a more focused view of the night sky12. As time progressed, more similar structures were created across the world showing that almost all civilizations throughout history have looked to the stars and sky for answers.
PHILOSOPHIES With the availability of facilities like these, while they were often linked to
a rc h a e o a s t ro n o my [noun] ar • chaeo • as • tron • o • my the study of astronomy of ancient cultures.2
religion and agricultural and hunting patterns, people began to make their own observations and conclusions. Through his own observations, in 800 BCE in India, Astronomer Yajnavalkya proposes a Heliocentric concept of the universe, meaning that a spherical Earth is traveling around the Sun13. 600 to 130 BCE in Greece was the time period of some of the earliest and most recognizable astronomers and philosophers in history; Pythagros, Thales, Plato and Aristotle14. During this period astronomy went from an observational science with a relation to religion to a more theoretical science about the structure of the universe15; this new way of thinking was not very popular among church officials. In 450 BCE, Philosopher Anaxagoras states that he believes the stars are Suns just like
our own but at a distance too far to feel their heat; this proposal was not popular among religious figures and Anaxagoras was exiled from Athens16. Around 280 BCE, the long battle of Heliocentric versus Geocentric, the belief that the sun travels around the earth, began17. In 150 AD Ptolemy publishes ‘Almagest’ refining the original geocentric model, and in 1543 AD, Copernicus publishes ‘De Revolutionibus Orbium Coelestium’ stating empirical evidence to revive the heliocentric model, which was further backed by Tycho Brache in 157618. In 1605, Johannes Kepler discovers that planets orbit around the sun in an elliptical motion rather than a circular one, and proposes his ‘Three Laws of Planetary Motion’: “1] All planets move about the Sun in elliptical orbits, having the
Sun as one of the foci. 2] A radius vector joining any planet to the Sun sweeps out equal areas in equal lengths of time. 3] The squares of the sidereal periods [of revolution] of the planets are directly proportional to the cubes of their mean distances from the Sun.”19 Four years later, Galileo witnesses Jupiter’s moons in orbit and legitimizes the fact that there are object in the universe that do no revolve around the Earth20.
TECHNOLOGIES & ADVANCES As people became more curious and interested in trying to explain the ‘Great Beyond’, new technologies were developed allowing for more advances.
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In 150 BCE the Antikythera Mechanism was invented, an ancient astronomical computer capable of predicting stars, planet positions, as well as lunar and solar eclipses21. Over 1700 years later, in 1608, Hans Lippershey, a Dutch glasses maker, invents the Refactor Telescope22. No more than 60 years later Isaac Newton invents the Reflecting Telescope and agrees with Heliocentric views23. With these advances in technology, Messier discovers and records numerous other galaxies, nebulas and star clusters in 1781, and La Place proposes the existence of Black Holes in 178924. In 1937, the first Radio Telescope is invented by Grote Reber in the United States25.
SPACE TRAVEL With more and more technological advance, we gained the ability to physically travel into what once seemed too far out of reach. In 1957, Russia successfully sends Sputnik 1 into orbit, marking the beginning of the Space Race26. Just over 10 years later, in 1969, Neil Armstrong and Buzz Aldrin are sent by the United States on the Apollo 11 Mission, and successfully walk the surface of the moon27. In 1977, the Voyager 1 is launched into the atmosphere to explore the outer solar system, and in 1990 the Hubble Space Telescope goes into orbit via the Discovery and allows us to have real-time images or the Earth28.
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Every day the science and technology involved in Astronomy grows and advances. With every advance we get further and further with our discoveries and knowledge on what lies beyond.
CITATIONS 1] “Definition Of ASTRONOMY”. 2018. Merriam-Webster.Com. https://www.merriam-webster.com /dictionary /astronomy. 2] “Definition Of ARCHAEOASTRONOMY”. 2018. Merriam-Webster.Com. https://www.merriam-webster.com /dictionary/archaeoastronomy. 3] Christoforou, Peter. 2013. “Important Dates In The Timeline Of Astronomy”. Astronomytrek.Com. http://www.astronomytrek.com/important-dates-in-the-timeline-of -astronomy/. 4] “History Of Stonehenge | English Heritage”. 2018. English-Heritage.Org.Uk. Accessed September 1. http://www.english-heritage.org.uk/visit/ places/stonehenge/history/. 5] Christoforou, Peter. 2013. 6] Gillan, Joanna. 2018. “Nabta Playa And The Ancient Astronomers Of The Nubian Desert”. Ancient Origins. https://www.ancient-origins.net/ ancient-places-africa/nabta-playa-and-ancient-astronomers-nubian-desert-002954. 7] Ibid. 8] Ibid. 9] Davey, Melissa. 2016. “Australian Rock Formation Could Be Older Than Stonehenge, Researchers Say”. The Guardian. https://www.theguardian. com/australia-news/2016/oct/13/australian-rock-formation-could-be-older-than-stonehenge-researchers-say. 10] Ibid. 11] Vann, Karine. 2017. “Unraveling The Mystery Of The “Armenian Stonehenge””. Smithsonian. https://www.smithsonianmag.com/travel/ unraveling-mystery-armenian-stonehenge-180964207/. 12] Ibid. 13] Christoforou, Peter. 2013. 14] Ibid. 15] Ibid. 16] Ibid. 17] Ibid. 18] Ibid. 19] “Kepler’S Laws Of Planetary Motion | Definition, Diagrams, & Facts”. 2018. Encyclopedia Britannica. https://www.britannica.com/science/ Keplers-laws-of-planetary-motion. 20] Christoforou, Peter. 2013. 21] Ibid. 22] Ibid. 23] Ibid. 24] Ibid. 25] Ibid. 26] Ibid. 27] Ibid. 28] Ibid.
IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] N/A. 2018. Stargazer. Image. Accessed September 4. https://www.tsene.com/2012/05/%CE%BF%CE%B4%CE%B7%CE%B3%CF%8C%CF%82%CE%B1%CE%B3%CE%BF%CF%81%CE%AC%CF%82-%CE%BA%CF%85%CE%B1%CE%BB%CE%B9%CF%8E%CE%BD. 2] Daghlı, Meriç. 2018. Rocket. Image. Accessed September 4. https://unsplash.com/photos/i_14EbINjKY.
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03 CASE STUDIES
FELS PLANETARIUM @ THE FRANKLIN INSTITUTE
222 N 20th ST PHILADELPHIA, PA 19103
YEAR CONSTRUCTED - 1930 2800 SQ. FEET ORIGINAL ARCHITECTS JOHN T. WINDRIM & JOHN HAVILAND
OVERVIEW To gain knowledge on planetariums and space science exhibits, a visit to the Fels Planetarium at The Franklin Institute was taken. The Franklin Institute was originally created in 1824 but was reinvented specifically for science in the 1930’s; during this time a planetarium was introduced, the Fels Planetarium. Opening to the public in 1932, the Fels Planetarium is the second oldest planetarium in the western hemisphere and continues to hold true to its original and vernacular design.
JUSTIFICATION Due to the institute’s history and prominence in the community, it is an excellent precedent for the proposed project. In addition to the planetarium, the museum is also home to a space
science exhibit as well as an in-house observatory. Given all the different exhibits the institute has to offer, children are given a place to explore their passions and interests in the different fields of science.
USERS The museum is privately owned and open to the public. Children, families, students and schools make up the major user group of the facility. In addition to the dayto-day operations of the museum which is predominately aimed at a younger audience, the museum holds after hour events designed for an age group over 21, in addition to hosting private events. The staff is made up of a mix of full-time professionals and part-time employees.
SITE & CONTEXT The museum is located in Center City, Philadelphia, and considered to be in a major urban setting. The facility sits adjacent to Logan Square within a major traffic circle along the Benjamin Franklin Parkway. Similar to most cities, there is no one specific socio-economic class to the area. Pennsylvania is considered to have a temperate to humid climate and while the building may have at one time utilized more natural forms of heating and cooling, it now relies solely on HVAC systems.
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CONCEPT & STYLE VERNACULAR ARCHITECTURE Although originally designed over 80 years ago, the planetarium still holds to its original and vernacular design. Thanks to the extensive knowledge of the department head, Mr. Derrick Pitts, it is now known that no part of the design of the facility is a coincidence; everything has a reason and is typical of all planetariums designed at that time. The entry sequence and hallway leading to the enclosed dome display multiple symbols relative to that of the purpose of the facility. Gold divisions in the terrazzo flooring represent the lines of latitude and longitude, the intricately painted crown molding that extends onto the ceiling and the distribution of lights are 21 meant to represent the rings of Saturn;
these lights also feature star motifs where they meet the ceiling. Along the inner wall of the corridor, below the crown molding, multiple clocks showing the times in the different zones across the world are also present. Today there is also a mural featured on this wall depicting outer space and relative technologies.
CIRCULATION & WAYFINDING Although throughout the museum wayfinding and circulation may be a bit disorganized, the circulation and wayfinding through the area of the planetarium is straight-forward due to its circular shape. Upon entry into the area, you are forced down a curved corridor with entrances on either side in to the enclosed dome, once inside the circular
circulation path continues due to the effective seating arrangement.
STRUCTURAL & CONSTRUCTION SYSTEMS The main structure of the dome features a suspended aluminum frame featuring hundreds of perforated aluminum panels secured to the ceiling with chains and a stability ring at the bottom just above the wall which adheres to a catwalk and the behind walls.
ENVIRONMENTAL SYSTEMS While the building as a whole uses an HVAC system, the Planetarium and its adjacent control room feature one of their own. The rooms feature a 4-ton chiller,
knowingly larger than needed, in order to maintain the temperature of the room at a level which keeps the technology in the space from overheating. In addition to this, all lights in the enclosed dome have been switched out to LEDs in order to help keep the temperature in the space down.
CIRCULATION
GEOMETRY SPACE
FUNCTION
ADJACENCIES
APPROX. SF
PLANETARIUM DOME
AUDIO/VISUAL SHOWS
SUPPORT SPACES & CORRIDORS
2800 SQ. FT.
SUPPORT SPACES
CONTROLS & STRUCTURE
DOME & CORRIDORS
600 SQ. FT
CORRIDOR
CIRCULATION
ALL SPACES
3000 SQ. FT.
SPACE EXHIBIT
EXHIBIT SPACE
CORRIDORS
5500 SQ. FT.
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DESIGN MATERIALS & FINISHES At the time of its erection, the materials chosen for use in the planetarium were of the upmost quality. As previously mentioned, the flooring in the outer corridor is terrazzo with gold divisions, marble detailing appears on the walls, and the original entry doors into the dome were once covered in tufted black leather with gold detailing. The idea behind using these expensive materials was to reflect the extravagance of and prestige that comes with a facility having the ability to allow persons insight into the great unknown that is our universe.
FF&E While the space does not contain much furniture other than the unmounted chairs which allow for manipulation and flexibility of the space, there is a wide variety of equipment in order for the facility to function properly. Around the top of the inner walls of the dome, LED light strips allow for ample lighting in the space when there is no show in progress. In the same placement are various projectors which the shows display from; 2 hemispherical projectors are responsible for the daily shows in the planetarium, while around 14 slide projectors are also perched for use should the other two projectors malfunction. The 2 main projectors are wired back to three computers each, 23 with an additional computer marrying all
the data together; these computers can be found in the adjacent control room, home to an additional 4 computers, and amplifiers for the speakers throughout the space which can be found hidden behind the perforated panels that make up the dome. In the back of the dome, a control booth can be found; in this booth 3 monitors can be found along with a switchboard, all of which are responsible for the effects displayed on the dome throughout the shows.
COLOR The original elements of the design feature warmer complimentary colors of red and green which promote the historic and regal feeling of the spaces, while the newer and more modern mural features more cool analogous colors of blue and purple, more often associated with our modern day views of space.
LIGHTING Due to the nature of the space, not much natural light penetrates the space causing it to be heavily dependent on manually adjustable artificial lighting.
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USER SURVEY Due to the facility’s multiple renovations over the years, there are not many negative qualities as a majority of them have already been resolved. With the flexibility provided by the unmounted seating within the dome itself, the space is easily able to be changed and adapted to fit the exact needs of day-to-day operations, as well as for any special events hosted. Though the renovations have taken care of many previous issues, one area that could benefit from further improvement is the adjacent control room which houses the servers, computers and amps responsible for bringing the produced shows to life; the space is currently very cramped and does not allow any individual in it to have much range of motion.
EVALUATION Overall, I found the space to be very successful. Over time the facility has transitioned with grace into modern times, while staying true to its historic roots. The space rarely feels cramped and is quite easy to navigate through.
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IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] Abuseridze, Tbel. 2018. Abastumani, Georgia. Image. Accessed September 4. https://unsplash. com/photos/0G1aF-yrlu8. 2] Lauren Dunne 3] Hoffman, Michael. 2018. Franklin Institute Science Museum. Image. https://www.flickr.com/ photos/mhoffman1/40058442844. 4] Franklin Institute. 2018. Fels Planetarium. Image. https://www.fi.edu/theaters/planetarium. 5] Lauren Dunne 6] C. Erickson and Sons, Inc. 2015. Fels Planetarium Reno. Image. http://www.cerickson.com/ projects/keystone/tfi/tfi_reno.shtml.
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JENNIFER CHALSTY
PLANETARIUM @ THE LIBERTY SCIENCE CENTER
222 JERSEY CITY BLVD JERSEY CITY, NJ 07305
YEAR CONSTRUCTED - 1993 6200 SQ. FEET ORIGINAL ARCHITECTS VERNER JOHNSON
OVERVIEW The second case study visited was the Jennifer Chalsty Planetarium at the Liberty Science Center. The Liberty Science Center was originally built in 1993 but has undergone renovations and new additions since then; including the transition of the Jennifer Chalsty Planetarium from an IMAX Theater to a Planetarium. With a diameter of 88 ½ feet, the Planetarium has become the largest in the Western Hemisphere.
JUSTIFICATION Being the largest in the Western Hemisphere, the Jennifer Chalsty Planetarium appeared as a positive precedent for the proposed project. Due to its history as an IMAX theater, the dome of the planetarium is structed differently than that of the typical exhibit area. In this instance the dome is presented on a tilt with stadium style seating below, as opposed to it being parallel to the level ground below.
USERS The museum is privately owned, overseen by the state, and open to the public. Children, families, students and schools make up the major user group of the facility. The staff of the center is made
up of a mix of full-time professionals with history and experience in different science fields; high school and college students from the surrounding areas make up the majority population of the center’s part time employees.
SITE & CONTEXT The museum is located within Liberty State Park in Jersey City, New Jersey. Although within a state park, its close proximity to two cities, one being Manhattan, the science center is considered to be in a urban setting. Due to it’s the surrounding cities, there is no one specific socio-economic class to the area.
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CONCEPT & STYLE
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CIRCULATION & WAYFINDING
STRUCTURAL & CONSTRUCTION SYSTEMS
Wayfinding and circulation throughout the facility as a whole is quite organized and easy to follow. Clear signage and maps help to make navigation throughout quite simple. As you approach the planetarium, you enter a large open gallery space and then are forced down curved hallways into the bottom landing of the exhibit. Once inside, you are forced up a set of stairs on either side with exits at the top.
The main structure of the dome features a suspended aluminum frame supporting hundreds of perforated aluminum panels secured to the ceiling with chains and a stability ring around the perimeter which adheres to a catwalk and the behind walls.
ENVIRONMENTAL SYSTEMS While it is unknown the specifics of the environmental systems of the planetarium itself, the Liberty Science Center as a whole is heated and cooled by an overall HVAC system.
GEOMETRY
PLANETARIUM DOME
AXIS
SPACE
FUNCTION
ADJACENCIES
APPROX. SF
PLANETARIUM DOME
AUDIO/VISUAL SHOWS
SPHERE ROOM & ENTRY
6200 SQ. FT.
SPHERE ROOM
INTERATIVE EXHIBIT
DOME & ENTRY
1000 SQ. FT
ENTRY SEQUENCE
CIRCULATION
ALL SPACES
N/A
ADDITIONAL SPACES
RESTROOMS & CAFE
ENTRY
N/A
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DESIGN MATERIALS & FINISHES
COLOR
Due to its more recent construction, the materials and finishes throughout the space are more modern, and there is very little to no ornamentation present. The flooring in the main lobby area is a terrazzo, while the flooring in the remainder of the building is carpet. The building features somewhat exposed ceilings with drop down acoustical ceilings where necessary.
While the main entry sequence leading to the planetarium features a red patterned carpet, the remainder of the specific space is more of a monochromatic scheme of blues, primarily darker shades.
FF&E The main pieces of furniture within the dome itself is floor mounted stadium style seating. The planetarium features 10 projectors totals all equipped with Digistar technology, allowing for the projection of the specialty presentations done throughout the day. Standardly, the speakers throughout the space can be found hidden behind the perforated panels that make up the dome. At the top level at the back of the dome, a control booth can be found; in this booth there are multiple monitors and a switchboard, all of which are responsible for the effects displayed on the dome throughout the shows. In addition to this technology, and iPad is often used by presenters if they wish to have a more interactive experience with the audience.
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LIGHTING While a majority of the facility features large windows and clearstories allowing for lots of the natural light within, the area surrounding the planetarium features no windows and relies solely on artificial lighting.
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USER SURVEY Because the facility is considered to be fairly new construction with additions and renovations done since its opening, there are not many negatives in terms of design and function. One main issue discussed about the planetarium space itself is the steep nature of the stadium seating and the narrow aisles between rows. Due to the steep incline of the seating there is no option for people in wheelchairs to experience the dome from anywhere but the bottom landing.
EVALUATION Overall, I found the space to be very successful. One major concern even I had was the tight aisles between the seats, when walking or trying to squeeze past another visitor it leaves you feeling uneasy and with fear of falling; this certainly would be something that would need to be considered if the proposed project were to include a similar dome design.
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IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] NorthJersey.com. 2017. The Exterior Of The Jennifer Chalsty Planetarium At The Liberty Science Center In Jersey City. Image. https://www.northjersey.com/story/entertainment/2017/12/07/ biggest-planetarium-western-hemisphere-opens-jersey-city/893137001/. 2] Liberty Science Center. 2018. Birds Eye View. Image. https://lsc.org/news-and-social/news/ were-building-the-largest-planetarium-in-the-western-hemisphere. 3] Liberty Science Center. 2018. Planet Planetarium. Image. Accessed September 14. http:// www.jerseycityupfront.com/liberty-science-center-debuting-largest-planetarium-in-westernhemisphere-path-getting-new-cars/. 4] Lauren Dunne 5] Liberty Science Center. 2018. Interactive Sphere. Image. Accessed September 14. https://lsc. org/application/files/cache/b754cd1c3c577ebd67bd5776b6d80d57.jpg.
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ADLER PLANETARIUM
1300 S LAKE SHORE DR CHICAGO, IL 60605
YEAR CONSTRUCTED - 1930 60,000+ SQ. FEET ORIGINAL ARCHITECTS ERNEST GRUNSFELD, JR.
OVERVIEW The first case study researched was the Adler Planetarium in Chicago, Illinois. Originally built in 1930, the facility was the first of its kind in the Western Hemisphere. Over time the facility has gone through many renovations allowing it to keep its prominence in both the surrounding and the scientific community
JUSTIFICATION As the first Planetarium in the Western Hemisphere, the Adler Planetarium posed as a perfect precedent for the proposed
project. As one of the few planetariums unattached to another facility, its features many different types of space and science exhibits, theaters and laboratory spaces similar to the desired spaces within the proposed project. Due to the various resources provided, the facility plays a large role in the STEM education of the surrounding areas.
USERS The Planetarium is privately owned and open to the public. Children, families,
students and schools make up the major user group of the facility. The executive staff features personnel of many unique backgrounds.
SITE & CONTEXT The museum is on Northerly Island in Chicago, Illinois; a major urban setting. The facility features 360 degree views of the surrounding city as it sits out from it on the water. Due to its location in a major city there is no one specific socioeconomic class to the area.
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CONCEPT, STYLE & DESIGN CIRCULATION & WAYFINDING Typical to planetariums, the circulation within the facility is both radial and circular, emulating and following the shape of the dome. With the available maps of the facility, it appears wayfinding may be a bit difficult in the space due to jogs in the walls, but the maps and signage throughout the space may prove helpful when within.
STRUCTURAL & CONSTRUCTION SYSTEMS
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The original structure of the building features a dodecagonal base structure of Rainbow Granite topped with a Leadcovered, Copper Dome. Similar to most
other planetariums, the dome structure is made up of perforated aluminum panels suspended from the ceiling and adjacent walls.
ENVIRONMENTAL SYSTEMS The facility’s environment is monitored and controlled by an HVAC system.
MATERIALS & FINISHES Although having undergone multiple renovations and addition since its opening in 1930, the Adler Planetarium features a blend of the original and more modern materials and finishes. As mentioned previously, the exterior of the building features Rainbow Granite and Lead-covered Copper. The more
recently renovated interior gallery spaces are made up majorly by windows, while a new ‘Welcome Gallery’ features a sculptural experience through the use of aluminum tubing and polyester fabric.
FF&E Unmounted, high-back stackable chairs are the main seating option in all of the theater spaces, allowing for flexibility within. The planetarium features a specialty Zeiss Projector, which in addition to projecting the stars in our sky, also is able to project any and all shows and the special effects.
COLOR Due to its nature, the facility features a variety of rich, cool-toned colors that can naturally be found and are often associated with outer space and our universe.
LIGHTING Due to the large number of windows throughout the facility, natural lighting plays a large role in the overall lighting in the space. General artificial lighting is also used throughout the spaces, while more complex lighting in used in some of the special exhibits. For example, the Welcome Gallery space is lit solely through the use of backlighting and projections.
EVALUATION I believe the Adler Planetarium features many aspects of design and human behavior that will inspire the proposed project. The fusion of the vernacular design of planetariums with new modern technologies and design techniques is done very well, and also speaks to the progression of the astronomical science fields throughout history. I also think it is important that the planetarium is used as a STEM resource within its community and features lecture and lab spaces, as they will be featured in the proposed project as well.
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SECOND & THIRD LEVEL
SPACE
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FOURTH LEVEL
FUNCTION
ADJACENCIES
APPROX. SF
PLANETARIUM DOME
AUDIO/VISUAL SHOWS
EXHIBITS & SUPPORT AREAS
N/A
PRIVATE AREAS
OFFICES & SUPPORT
ALL SPACES
N/A
ENTRY SPACES
LOBBY & WELCOME AREA
EXHIBITS
N/A
EXHIBIT SPACES
EXHIBITS
ALL SPACES
N/A
LAB SPACES
LECTURES & CLASSES
EXHIBITS
N/A
PUBLIC AREAS
RESTROOMS & CAFE
ENTRY & EXHIBITS
N/A
IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] Adler Planetarium. 2018. Image. Accessed September 22. http://thisnext.us/adler-planetariumhours.html. 2] 365 Tickets. 2018. Adler Planetarium Exterior View. Image. Accessed September 23. https:// blog.365ticketsusa.com/fall-love-night-sky-adler-planetarium/. 3] Adler Planetarium. 2018. Adler Planetarium. Image. Accessed September 23. https://twitter.com/ AdlerPlanet/status/953282021740240898/photo/1. 4] Welcome Gallery. 2018. Image. Accessed September 27. https://chicago.curbed.com/ 2011/7/29/10453544/fall-into-a-wormhole-in-adler-planetariums-welcome-gallery.
AXIS
GEOMETRY 40
L’HEMISFERIC @ CIUTAT DE LES ARTES I LES CIENCIES
AV. DEL PROFESOR LOPEZ PINERO, 3 46013, VALENCIA, SPAIN YEAR CONSTRUCTED - 1998 9,700+ SQ. FEET ORIGINAL ARCHITECT SANTIAGO CALATRAVA
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OVERVIEW The final researched case study was L’Hemiferic in Valencia, Spain. The facility was the first building of the Ciutat de les Artes I les Ciencias to open its doors to the public in 1998. The ‘city within a city’ features many different types of museums and science centers and opened completely in 20091.
JUSTIFICATION Due to the large amount of recognition received by the city, and the unique designs of Calatrava, L’Hemisferic allowed for a different perspective of design for the proposed project. The city
as a whole is a resource to the surrounding communities and reflects STEM fields.
USERS The city is privately owned and open to the public2. Children, families, students and schools make up the major user group of the facility. Due to its innovative and unique design and function, the city is very much considered a tourist destination for science and design lovers alike.
SITE & CONTEXT The city is located within the driedup river bed of the Turia; a flood in the 1950’s brought such destruction to the surrounding city, it was decided that the river be diverted to the south and the land be repurposed to once again bring life to the city3. Although the river has now dried up, there is currently a 24,00 square meter ornamental lake surrounding L’Hemispheric bringing another dimension to the design4.
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CONCEPT, STYLE & DESIGN CIRCULATION & WAYFINDING Similar to most planetariums, the circulation within the facility is circular around the dome. Wayfinding throughout the space appears to be generally easy considering the building is home only to the central dome, with the surrounding space being for circulation.
STRUCTURAL & CONSTRUCTION SYSTEMS The main structural elements of the building are concrete and steel-framed glass curtain walls5.
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ENVIRONMENTAL SYSTEMS
COLOR
The facility’s environment is monitored and controlled by an HVAC system. The large number of windows allow for the building to limit their use of artificial lighting.
The only physical color throughout the facility is white. During the day reflections off the water fill the space, and at night lights are used to project different colors onto and into the building.
MATERIALS & FINISHES
LIGHTING
Due to the exposure of the structure, the main materials of the space are steel, glass and concrete.
Due to the large number of windows throughout the facility, natural light makes up the majority of the lighting for the space. General artificial lighting is also used throughout the building to supplement the occasions of inadequate natural light. The dome itself features more artificial lighting allowing for adjustability based on usage.
FF&E The planetarium is a sunken IMAX theater featuring multiple projectors and floor mounted stadium seating.
AXIS
EVALUATION Overall, I believe L’Hemisferic features a very unique design when it comes to this type of facility. I think that using this building as a case study will allow me to gain a new perspective for the design of the proposed project. Although unique in design, the space itself does not seem to hold much else than the dome, which differs from many standalone planetariums.
CIRCULATION
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SPACE
FUNCTION
ADJACENCIES
APPROX. SF
PLANETARIUM DOME
AUDIO/VISUAL SHOWS
CIRCULATION SPACE
9700 SQ. FT.
PRIVATE AREAS
OFFICES & SUPPORT
ALL SPACES
N/A
ENTRY SPACES
LOBBY & WELCOME AREA
EXHIBITS
N/A
CITATIONS 1] “Know The Hemisfèric | City Of Arts And Sciences”. 2018. Cac.Es. Accessed October 1. https:// www.cac.es/en/ hemisferic /descubre-el-hemisferic/conoce-el-hemisferic.html. 2]“City Of Arts And Sciences - Data, Photos & Plans - Wikiarquitectura”. 2018. Wikiarquitectura. Accessed October 3. https://en.wikiarquitectura.com/building/city-of-arts-and-sciences/. 3] “City Of Arts And Sciences - Arcspace.Com”. 2012. Arcspace.Com. https://arcspace.com/ feature/city-of-arts-and-sciences/. 4] “Know The Hemisfèric | City Of Arts And Sciences”. 2018 5] Ibid.
IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] Adler Planetarium. 2018. Image. Accessed September 22. http://thisnext.us/adler-planetariumhours.html. 2] 365 Tickets. 2018. Adler Planetarium Exterior View. Image. Accessed September 23. https:// blog.365ticketsusa.com/fall-love-night-sky-adler-planetarium/. 3] Adler Planetarium. 2018. Adler Planetarium. Image. Accessed September 23. https://twitter. com/AdlerPlanet/status/953282021740240898/photo/1. 4] Welcome Gallery. 2018. Image. Accessed September 27. https://chicago.curbed. com/2011/7/29/10453544/fall-into-a-wormhole-in-adler-planetariums-welcome-gallery. 5] L’hemisfèric Part Of The “Ciudad De Las Artes Y De Las Ciencias”, Valencia (Spain). 2011. Image. https://static.thousandwonders.net/L%27Hemisf%C3%A8ric.original.11212.jpg.original .11212.jpg.
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04 QUALITATIVE
&
TECHNICAL CRITERIA
Fig. 1
When designing a facility focusing on the education of children, ergonomics and universal design are major design aspects to be focused on. While the planetarium dome will be the main space, the other exhibit, lecture and lab spaces must be designed with children and their different sizes and needs in mind.
INTERIOR CONSIDERATIONS Due to the varying age ranges of the users and the unique nature of each space within the proposed project, different design considerations will be required. With the planetarium dome being the main exhibit of the facility, the equipment used will be from Spitz, Inc.; . The Spitz SciDome planetarium technology is specifically designed with classroom education in mind, allowing for a real-time interactive and hands-on experience . The dual projector system is housed in the cove below the dome with certain models projecting up to 80 feet . The dome seating is considered to be more of an exact science as there are specific requirements and clearances that must be met, while the additional furniture throughout the facility will be based off of the comfort of the student and faculty users. The materials and finished used throughout the facility must be very durable and hold up under excessive use; they should also be easy to clean or replaced if damaged.
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ERGONOMICS, PROXEMICS & ANTHROPOMORPHICS
Due to the varying ages of the users of the proposed project, it is important to know the different limitations of each group. Children in 8th Grade have different capabilities and reach distances compared to children in Kindergarten. While keeping an overall philosophy of universal design within the facility, the ergonomics and anthropomorphic of the different age groups will be beneficial in the more focused spaces.
SUSTAINABLE DESIGN
Fig. 2
With the facility’s focus on STEM curriculum and pushing toward the future, sustainability will play a role throughout the design process and execution. Beginning with an adaptive reuse project, during construction, any materials from the demolition phased will diverted from landfills. In an attempt to follow LEED protocols, materials will be sought to come from local sources and with intentions of minimal construction waste in order to limit the facility’s environmental impact. Due to the nature of the proposed project, WELL Building Standards will be referenced and utilized to help users of the space feel comfortable and remain productive throughout the day.
LIGHTING The lighting throughout the proposed project is a major focus as it will have an affect on the entire experience of the space. While the lighting within the dome
Fig. 3
Fig. 4
Fig. 7
Fig. 5
Fig. 8
Fig. 6
Fig. 9
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itself will be strictly artificial lighting, made up of specialty LEDs, the lighting throughout the remainder of the facility will be a mix of both natural and artificial. Artificial light will be controlled through switches and dimmers, while natural light will be controlled through shading.
ACOUSTICAL CONTROL Due to the nature of the facility, acoustics are going to play a large role. Because there will be children exploring and learning within the space, sound absorbent materials will need to be used in the more interactive spaces, as well as acoustic ceiling and sound masking elements. When dealing with the acoustics of the dome, some sound-proofing is going to be needed so that the audio from the presentations and lectures cannot be heard from the outside.
VISUAL CONTROL Although not required, visual control can be useful in some areas. In order to keep children focused during lectures or labs, classroom-like spaces will be physically separated from more interactive spaces.
WAYFINDING & SIGNAGE
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With all the varying spaces within the facility, signage and wayfinding will make a large factor in determining the spaces success or not. Because the main users will be children, all signage and wayfinding aids should be at a reasonable height in order for them to see it; it will also be important that the terminology is
understandable to them.
SECURITY Because of the proposed project’s relationship with surrounding schools, security is a major priority. Security will be heaviest at the entrances, while general security will monitor the remainder of the facility.
CITATIONS 1] “Projection Domes | Spitz, Inc.”. 2018. Spitzinc.Com. Accessed October 7. https://www. spitzinc.com/domes/. 2] “Scidome System | Spitz, Inc.”. 2018. Spitzinc.Com. Accessed October 11. https://www. spitzinc.com/ planetarium/scidome/. 3] Ibid.
FIGURES Fig. 1] Spitz Inc. 2018. Dome Construction. Image. Accessed October 11. https://www.spitzinc. com/planetarium/planetarium-design/. Fig. 2] Spitz Inc. 2018. Dome Detail. Image. Accessed October 11. https://www.spitzinc.com/ planetarium/planetarium-design/. Fig. 3] Spitz Inc. 2018. Cove Detail. Image. Accessed October 11. https://www.spitzinc.com/ planetarium/planetarium-design/. Fig. 4] De Chiara, Joseph, Julius Panero, and Martin Zelnik. 2001. Time-Saver Standards For Interior Design And Space Planning. New York, NY: McGraw-Hill. Fig. 5] De Chiara, Joseph, Julius Panero, and Martin Zelnik. 2001. Time-Saver Standards For Interior Design And Space Planning. New York, NY: McGraw-Hill. Fig. 6] GoPak. 2018. Recommended Table & Chair Guide. Image. https://www.gopak.co.uk/ useful-buyers-guides/height-guide. Fig. 7] De Chiara, Joseph, Julius Panero, and Martin Zelnik. 2001. Time-Saver Standards For Interior Design And Space Planning. New York, NY: McGraw-Hill. Fig. 8] Architonic. 2018. Planetarium Chair. Image. https://image.architonic.com/img_pro24/131/5683/planetarium-chair-cataloghi-h.jpg. Fig. 9] Playscapes Children’s Environments. 1998. Anthropometrics For Children. Image. https://i. pinimg.com/originals/b9/35/37/b93537c57942edc763954a5dd29b7d8f.jpg.
IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] Spiske, Markus. 2017. Code On Computer Monitor. Image. https://unsplash.com/photos/ Skf7HxARcoc?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText. 2] Info. 2017. Image. Info. 2017. Image. https://unsplash.com/photos/QA2clzv9E8c.
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05 TOPICAL E X P L O R AT I O N S
INTRODUCTION
Design and Architecture have a direct correlation with human behavior; physically, mentally and emotionally. Even the simplest of spaces have effects on what we do and how we feel. When designing learning-oriented spaces for children, it is important to consider how the furniture, colors, lighting and overall design will affect their ability to focus and learn, while also promoting interaction and collaboration.
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HUMAN CENTERED DESIGN At this age, the parts of the brain which allow for filtering out distractions and focus on a task are still developing. Without considering lighting, there are two major conditions within a space that have been proven to greatly affect the focus of a child while learning; Temperature and Acoustics1. It was reported that the perfect classroom temperature falls between 67 and 73 degrees Fahrenheit with a relative humidity of 50 percent2. When temperature and humidity are not consistent with this range, students begin to perform less effectively, and are more likely to miss class due to illness3. Noise levels also have an affect on the focus of a student; studies have shown that student perform at much higher rates in quieter settings4. In terms of furniture, both specifications and final layout can affect a student’s ability to focus; in recent years, the concept of flexible and unique furniture has taken off in the education application. In a more structured setting, studies have shown that elementary school aged students are least on task when desks were arranged in rows, perform better when seated in clusters, and best when in a semicircle5. Introducing various types of seating to the space, including soft, textured
and even some bouncy seating, allow for students to move naturally and comfortably, allowing for them to open their minds6. Easy to move furniture is very beneficial in settings similar to that of the proposed project due to its ability to allow for creating spaces which can be more specific to different activities or lectures. When it comes to the overall design of a space promoting academics in children, size plays a major role.In general,learning spaces should include both both smaller, quiet areas for individual thoughts and reflection, as well as larger areas for collaboration and brainstorming7. If you wish to promote creativity among students, smaller scale spaces providing a sense of enclosure and comfort are more effective8. Because of the amount of time children spend being fully supervised while in a classroom setting, it is important to provide a designated area where children can have the opportunity to move and participate in natural learning9. Allowing kids time to learn on their own terms gives them the chance to develop their own unique approaches to situations and concepts10.
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LIGHT & When it comes to designing educationbased facilities, light and color play a major role in the overall behavior and feelings of the users within the space. In order to promote learning and creative thinking in an effective way, the types of lighting and placements of color throughout the proposed project will be crucial. Various studies have shown that while exposure to natural light can positively affect your mood, different types of artificial light can also have an effect on your emotions and body11; Due to the nature of the project, both natural and artificial lighting with be utilized to produce the best overall outcome. Blue or white light tends to have a more positive affect during the day, causing those exposed to be more energetic than those exposed to warmer light during the day12. Brain cells tend to be the most sensitive to blue wavelengths which has the greatest effect on our circadian rhythms13. Often referred to as our internal clock, our circadian rhythm influences melatonin secretion, cortisol activity and alertness14. In addition, it can also have an effect on the limbic system, which regulates our emotions; a disruption of the rhythm can negatively affect these emotions and more15.
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In addition to affecting our moods, the different temperatures of light have also been proven to affect productivity and
COLOR performance in tasks, especially in the classroom; Researchers in South Korea found that when completing various activities, from test-taking, to recess, to reading, varying CCTs, or correlated color temperatures, led to varying results16. Across two classrooms, each with unique light sources, 54 fourth-grade students were asked to take a math test. The first classroom featured LED lighting fixtures that could be tuned to CCTs of 3500 K, being warm light, 5000 K being neutral, and 6500 K being cool light mimicking natural daylight; The second featured standard fluorescent lighting17. Overall students were more alert and scored higher on their tests and had better overall academic performance when they were in a classroom with 6500 K lighting, while 3500 K lighting promoting more recess-type activities18. After interviewing students and reviewing the results, the study concluded that the warmer lighting provided a more relaxing environment to support recess activities, the more neutral lighting was more effective for reading activities, and the cooler lighting best serves for intensive academic activities18.
Red is considered a stimulating color
and often heightens all senses . Red has been shown to reduce analytical thinking and can cause students to perform worse academically when exposed to it21. Academically, red often has a negative connotation and its use should be limited in these settings. 20
Orange is linked to happiness and
innovation, as it is often considered to be a friendly and approachable color22. Orange is a fun and energetic hue what commands attention and creates energy by conjuring feelings of excitement, enthusiasm, and warmth23.
Yellow activates memory, stimulates the nervous system, and reflects optimism24. It is often associated with happiness and sunshine, and can promote unity, communication and even spark creativity25. Green is the easiest color on our eyes as it requires no adjustment when it hits
the retina26. Green has a balancing and harmonizing effect on the mind and often convey feelings stability, and renewal27.
Blue is often connected to peace and embodies spiritual and religious meanings in many cultures28. It has been shown to be the most common favorite color among the people and conveys calmness, freshness, strength, and responsibility29. Because we are constantly surrounded by it, blue is often considered non-threatening, conservative, and traditional30. It has also been shown that people perform better when exposed to the color31. Purple is among the rarest colors found in nature and is often considered either special or artificial32. It has the shortest wavelength of the colors and is last to be visible, causing it to often be associated with time, space, and the cosmos33. Purple sparks creativity and adds an eccentric, mysterious feeling to a space34.
Similar to the affects light can have on our brains, the application of color in a space can provoke different feelings and moods as well.
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STARGAZING & THE MIND
Since the beginning of time, people have looked to the night sky in awe of its beauty and mystery. Psychologists have found that interaction with nature and our ecologic surroundings can have positive effects on our minds and bodies. Specifically, when it comes to looking up at our surrounding universe and galaxy, studies have shown a correlation with overall happiness and a change in character. Similar to the release of tension and emotions we feel when looking out at a large body of water, looking up at the night sky leaves us with a feeling of awe as we try to grasp the idea of a large unknown. A study done by the American Psychological Association found that when one experiences that feeling of awe, egos get put aside and one begins to consider an overall well-being as opposed to simply that of their own35.
When one takes the time to simply look up at the night and begin to think about the expanses and vastness of the universe and galaxies, it is put into perspective how small of a role you play in it all. This feeling causes you to rethink your troubles and realize, why focus on the small things when there is so much more out there.
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CITATIONS 1] Earthman, G. I. 2002. School Facility Conditions and Student Academic Achievement. UCLA: ‘s Institute for Democracy, Education, and Access. Retrieved from https://escholarship.org/uc/item/5sw56439 2] Ibid. 3] Ibid. 4] Uncapher, Melina. 2016.“The Science Of Effective Learning Spaces | Edutopia”. Edutopia. https://www.edutopia .org/article/science-of-effectivelearning-spaces-melina-uncapher. 5] Ibid. 6] Ford, Lauren Perry. 2018. “Designing Educational Spaces To Inspire Divergent Thinking”. SEEN Magazine - Southeast Education Network. http:// www.seenmagazine.us/Articles/Article-Detail/ArticleId/6692/Designing-Educational-Spaces-to-Inspire-Divergent-Thinking. 7] Ibid. 8] Ibid. 9] Ibid. 10] Ibid. 11] “The Psychological Impact Of Light And Color - TCP Lighting”. 2018. TCP Lighting. https://www.tcpi.com/psychological-impact-light-color/. 12]Ibid. 13] Ibid. 14] Ibid. 15] Ibid. 16] Howard, Jacqueline. 2018. “How Just The Right Lighting May Improve Learning In Classrooms”. Huffpost UK. https://www.huffingtonpost.com/ entry/lighting-boost-learning-concentration_us_5720cb14e4b0b49df6a9b73e. 17] Ibid. 18] Ibid. 19] Ibid. 20] “Leds And The Psychology Of Light And Color - Flexfire Leds Blog”. 2018. Flexfire Leds Blog. http://blog.flexfireleds.com/leds-psychologylight-color/. 21] Lischer, Brian. 2018. “The Psychology Of Color In Branding”. Ignyte. http://www.ignytebrands.com/the-psychology-of-color-in-branding/. 22] “Leds And The Psychology Of Light And Color - Flexfire Leds Blog”. 2018. 23] Lischer, Brian. 2018. 24] “Leds And The Psychology Of Light And Color - Flexfire Leds Blog”. 2018. 25] Ibid. 26] Lischer, Brian. 2018. 27] “Leds And The Psychology Of Light And Color - Flexfire Leds Blog”. 2018. 28] Ibid. 29] Lischer, Brian. 2018. 30] Ibid. 31] Ibid. 32] Ibid. 33] Ibid. 34] “Leds And The Psychology Of Light And Color - Flexfire Leds Blog”. 2018. 35] Weller, Chris. 2015. “Want To Be Less Selfish? Go See The Grand Canyon”. Medical Daily. https://www.medicaldaily.com/altruism-comes-losingyour-ego-sense-awe-can-make-you-more-giving-333882.
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IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER. 1] Vitkus, Mindaugas. 2018. Getaway. Image. https://unsplash.com/photos/ju-dVR1jkmE. 2] Bernal, Rene. 2017. Sunset. Image. https://unsplash.com/photos/f0rdHx5P8sQ. 3] Austin, Katya. 2018. Portland Festival Of Lights. Image. https://unsplash.com/photos/I4YsI1zWq_w. 4] Reichmuth, Dino. 2016. (Contact Me For The Full Resoluton Image). Image. https://unsplash.com/photos/t9OGCATN-vg.
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06 SITE CONTEXT, CLIMATE & ZONING
INTRODUCTION Although a major focus of the proposed project will be the design within the walls of the chosen site, the overall location and relationship of the project to the community will play a large part in the facility’s success. The overall success of the proposed project will be determined by the needs and desires of the surrounding community.
JUSTIFICATION After thorough research and analyzation, the site chosen for the proposed project is extremely justifiable. The current Dorothy Emmanuel Recreation Center is located in the Cedarbrook neighborhood of Philadelphia. Located on the northern edge of the major city, the facility will act as a great resource to the surrounding communities, helping to provide and promote STEM education to students of all backgrounds.
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DESCRIPTION
PHILADELPHIA, PA
Considered the birthplace of America, and standing as one of the country’s oldest cities, Philadelphia is rich with history and its own unique culture. Home to many diverse communities and neighborhoods, there is no surprise why people are drawn to the city; inspiration and innovation are constantly taking place throughout its boundaries.
DEMOGRAPHICS
With over 1.5 million residents, Philadelphia is Pennsylvania’s largest city and the 5th most populous city in the United States1. At 44.8%, Caucasians make up the majority of Philadelphia’s population, closely followed by African Americans at 43.9%2. Hispanics make up 14.8%, Asians make up 7.7%, and the remainder of the population is made up of Native peoples3. The average age of a Philadelphia resident is 344, 21.3% of the population is under the age of 15, people ages 15 to 24 make up 15%, ages 25 to 44 make up 29.3%, 45 to 64 make up 20.2% and people over the age of 65 make up 14.1% of the population5. The median household income in the area is $39,770, with 25.3% of people the population living in poverty6.
is about 41 inches, with an average snowfall of 23 inches8.
ARCHITECTURAL STYLE Because of its vast history and prominence in our nation, the city of Philadelphia displays examples of architecture from all time periods dating back to the city’s creation. Perhaps one of the most iconic buildings and styles featured within the city is City Hall. The William Penn statue on top of the tower of the building once marked the tallest a building could be within the city, defining the skyline for many years.
CLIMATE & WEATHER Philadelphia’s climate is considered temperate, as it experiences all seasons and weather conditions. With an average yearly temperature of 56, the average high is 87 in July and an average low of 26 in January7. The year average for rainfall
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CEDARBROOK DESCRIPTION Cedarbrook is an urban suburb in Northwest Philadelphia. Four major streets create the boundary of the neighborhood, creating a rectangular footprint. Both Cheltenham Avenue and Ivy Hill Road are the Northern boundaries, while Stenton Avenue and East Vernon Road are that of the Southern.
DEMOGRAPHICS
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Cedarbrook is home to over 13,000 people9. African Americans make up the majority of the population at 93.3%, 2.1% of the population is Caucasian, 1.2% is Hispanic, and 0.5% is Asian10. The median household income for the area is $46,242 and most residents are home owners as opposed to renters11.
Children age birth to 17 make up 18.4% of the population, ages 18 to 21 make up 4.15%, 22 to 39 make up 24.2%, 40-64 make up 33.6%, and people over the age of 65 make up 19.6%12.
FEATURES Although considered a small neighborhood, Cedarbrook has multiple schools, sports fields and arenas, shopping centers as well as a church and a cemetery. The adjacent neighborhoods also feature similar facilities, as well as being home to Arcadia University.
ARCHITECTURAL STYLE Traditional to Philadelphia residences, the majority of homes in the area are rowhomes, with the remainder being twin-style homes. Typically, the homes are two stories with a brick exterior and a pitched roof.
PICKERING AVE. The selected site sits on Pickering Avenue and shares a block with McCloskey, John F. Elementary School; there is also an outdoor playarea and sports fields that are utilized by both exisitng facilities. The immediately adjacent surrounding blocks are lined with residences.
ZONING The selected site is currently zoned as Residential Single Family-5, as is a majority of its surroundings.
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SITE ANALYSIS TRAFFIC
SOUND QUALITY
The site is surrounded by residential streets on four sides, with one being a one-way heading West. Crosswalks are present at every corner, accompanied by either traffic lights on busier streets or stop signs on quieter streets.
While still in close proximation to major roads, the site is set back enough into the residential area that a majority of the nose pollution is blocked or redirected.
VIEWS The building has views of outdoor play areas, sports’ fields and greenary to the North and West, a view of the adjacent school to the East, and a view of homes to the South.
SUN & WIND
SURROUNDING LANDSCAPE & FEATURES As mentioned previously, the building sits adjacent to both an elementary school as well as fields and play areas. Due to the nature of the proposed project these features are beneficial as it will be able to have a direct relationship with the school. With numerous amounts of public transportation in the area, the facility will be easily accessible to others.
As always, the Sun travels from East to West year round, but its height in the sky changes based on time of day and the seasons. The entrances of the building are staggered helping to balance the sunlight. In Winter months, the winds approach from the North West, while during the Summer they approach from the South West.
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CITATIONS 1] “Philadelphia, Pennsylvania Population 2018”. 2018. Worldpopulationreview.Com. http://worldpopulationreview .com/us-cities/philadelphiapopulation/. 2] “U.S. Census Bureau Quickfacts: Philadelphia County, Pennsylvania”. 2018. Census Bureau Quickfacts. https://www.census.gov/quickfacts/ philadelphiacounty pennsylvania. 3] Ibid. 4] “Philadelphia, Pennsylvania Population 2018”. 2018. 5] “Demographic Statistics For Philadelphia, Pennsylvania”. 2018. Infoplease. https://www.infoplease.com/us/ pennsylvania/demographicstatistics-11. 6] “U.S. Census Bureau Quickfacts: Philadelphia County, Pennsylvania”. 2018. 7] “Climate Philadelphia - Pennsylvania And Weather Averages Philadelphia”. 2018. Usclimatedata.Com. https://www.usclimatedata.com/climate/ philadelphia/pennsylvania/united-states/uspa1276. 8] Ibid. 9] “Living In Cedarbrook”. 2018. Niche. https://www.niche.com/places-to-live/n/cedarbrook-philadelphia-pa/. 10] “Race And Ethnicity In Cedarbrook, Philadelphia, Pennsylvania”. 2018. Statisticalatlas.Com. https://statisticalatlas.com/neighborhood/ Pennsylvania/Philadelphia/Cedarbrook/Race-and-Ethnicity. 11] “Living In Cedarbrook”. 2018. 12] “Age and Sex In Cedarbrook, Philadelphia, Pennsylvania”. 2018. Statisticalatlas.Com. https://statisticalatlas.com/neighborhood/Pennsylvania/ Philadelphia/Cedarbrook/Race-and-Ethnicity.
IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] Hadfield, Chris. 2018. Philadelphia, Pennsylvania. Image. Accessed December 13. https://chrishadfield.ca/photos-category/north-america/. 2] Murray, Chris. 2018. City, Urban, Camera. Image. https://unsplash.com/photos/nkIU5NtcfLQ. 3] Google. 2018. 8441 CEDARBROOK Ave. Image. Accessed December 13. https://www.redfin.com/PA/Philadelphia/8441-Cedarbrook-Ave-19150/ home/39279016. 4] John F. McCloskey School. 2018. John F. Mccloskey School. Image. Accessed December 13. https://mccloskey.philasd.org/. 5] Google Maps 6] “Atlas | Phila.Gov”. 2018. Phila.Gov. https://atlas.phila.gov/. 7] Harvard University Graduate School of Design. 2015. Philadelphia City Planning Commission: Zoning. Image. http://communityservicefellowships. gsd.harvard.edu/project/philadelphia-city-planning-commission-zoning/. 8] Halkin | Mason Photography. 2018. Emanuel Recreation Center. Image. Accessed December 13. http://www.kmarchitects.com/projects/emanuelrecreation-center.
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07 PROGRAM
DEVELOPMENT & DOCUMENTATION
QUANTITATIVE PROGRAM ROOM
QTY
SQ. FT. EACH
SQ. FT. TOTAL
ADJACENCIES
PRIVACY
N/A
30 - 40% OF TOTAL
7,000 +/SQ. FT.
N/A
N/A
ENTRY/ VESTIBULE
1
300 SQ. FT.
300 SQ. FT.
LOBBY/WAITING & CHECK-IN/INFORMATION
N/A
LOBBY/WAITING
1
800 SQ. FT.
800 SQ. FT.
ENTRY, CHECK-IN, LOCKER STORAGE AREA, CAFE, RESTROOMS & ADMIN OFFICES
N/A
CHECK-IN/ INFORMATION
1
500 SQ. FT.
500 SQ. FT.
ENTRY, LOBBY, EXHIBITS & ADMIN OFFICES
ACOUSTICAL & VISUAL
LOCKER STORAGE AREA
1
250 SQ. FT.
250 SQ. FT.
LOBBY, CHECK-IN, EXHIBITS & ADMIN OFFICES, CAFE
VISUAL
PLANETARIUM DOME
1
1,250 SQ. FT.
1,250 SQ. FT.
CONTROL ROOM, EXHIBITS & RESTROOMS
ACOUSTICAL & VISUAL
DOME CONTROL ROOM
1
250 SQ. FT.
250 SQ. FT.
DOME & MECHANICAL CLOSET
ACOUSTICAL & VISUAL
N/A
2,500 SQ. FT.
2,500 SQ. FT.
INFORMATION, DOME, CAFE, RESTROOMS, ADMIN OFFICES, GENERAL STORAGE
N/A
3
1,000 SQ. FT.
3,000 SQ. FT.
LECTURE SPACE & RESTROOMS
ACOUSTICAL & VISUAL
CIRCULATION
EXHBITS
CLASSROOMS 75
LIGHTING
FURNITURE & EQUIPMENT
FINISHES
ACOUSTICS [A,B,C]
PERCEPTION
NATURAL & ARTIFICAL
WAYFINDING
DURABLE FOR HIGH-TRAFFIC
A,B & C
EXPANSIVE
NATURAL & ARTIFICAL
WALK-OFF MATS & SECURITY
GLASS
N/A
INTIMATE
NATURAL & ARTIFICAL
LOUNGE FURNITURE
DURABLE FOR HIGH-TRAFFIC
A,B & C
EXPANSIVE; WELCOMING
NATURAL & ARTIFICAL
COMPUTERS, FILING, STORAGE & SECURITY
TBD
A&B
INTIMATE; APPROACHABLE
ARTIFICAL
LOCKERS & SECURITY
DURABLE FOR HIGH-TRAFFIC
A&B
INTIMATE; SECURE
ARTIFICAL
SEATING, CONTROL PANEL, PROJECTORS & SPEAKERS
DARK
A&B
INTIMATE; DARK, INFINATE
ARTIFICAL
COMPUTERS & AMPS
GENERAL FINISHES
B
INTIMATE; PRIVATE
STAFF ONLY
NATURAL & ARTIFICAL
TBD
DURABLE FOR HIGH-TRAFFIC
A,B & C
EXPANSIVE
UNIVERSALLY DESIGNED
NATURAL & ARTIFICAL
DESKS & CHAIRS
EASILY CLEANABLE
A&B
INTIMATE
REMARKS
76
QUANTITATIVE PROGRAM, ROOM
77
QTY
SQ. FT. EACH
SQ. FT. TOTAL
ADJACENCIES
PRIVACY
LECTURE SPACE
1
1,200 SQ. FT.
1,200 SQ. FT
CLASSROOMS
ACOUSTICAL & VISUAL
CAFE AREA
1
750 SQ. FT.
750 SQ. FT.
LOBBY, PUBLIC STORAGE, EXHIBITS & RESTROOMS
ACOUSTICAL
PUBLIC RESTROOMS
4
250 SQ. FT.
1,000 SQ. FT.
LOBBY, DOME, EXHIBITS, CLASSROOMS, CAFE & JANITOR’S CLOSET
ACOUSTICAL & VISUAL
ADMIN OFFICES
4
120 SQ. FT.
480 SQ. FT.
LOBBY, CHECK-IN, EXHIBITS, EMPLOYEE LOUNGE & RESTROOMS
ACOUSTICAL & VISUAL
EMPLOYEE LOUNGE
1
250 SQ. FT.
250 SQ. FT.
ADMIN OFFICES & RESTROOMS
ACOUSTICAL & VISUAL
EMPLOYEE RESTROOMS
2
65 SQ. FT.
130 SQ. FT.
ADMIN OFFICES, EMPLOYEE LOUNGE & JANITOR’S CLOSET
ACOUSTICAL & VISUAL
MECHANICAL ROOM
1
250 SQ. FT.
250 SQ. FT.
ELECTRICAL CLOSET & GENERAL STORAGE
ACOUSTICAL & VISUAL
ELECTRICAL CLOSET
1
100 SQ. FT.
100 SQ. FT.
CONTROL ROOM & MECHANICAL ROOM
ACOUSTICAL & VISUAL
STORAGE & WORKSHOPS
3
250 SQ. FT.
750 SQ. FT.
EXHIBITS, MECHANICAL ROOM & ELECTRICAL CLOSET
VISUAL
JANITOR’S CLOSET
1
100 SQ. FT.
100 SQ. FT.
RESTROOMS & GENERAL STORAGE
VISUAL
CONTINUED LIGHTING
FURNITURE & EQUIPMENT
FINISHES
ACOUSTICS [A,B,C]
PERCEPTION
ARTIFICAL
SEATING & AUDIO/VISUAL
DURABLE FOR HIGH-TRAFFICE
A&B
INTIMATE
NATURAL & ARTIFICAL
TABLES & SEATING
EASILY CLEANABLE
A,B & C
INTIMATE
DOES NOT SERVE FOOD
ARTIFICAL
SINKS, STALLS, TOILETS & URINALS
DURABLE & EASILY CLEANABLE
A&B
INTIMATE; PRIVATE
2 FEMALE, 2 MALE
NATURAL & ARTIFICAL
COMPUTERS, DESKS AND SEATING
GENERAL FINISHES
A&B
INTIMATE; COMFORTABLE
NATURAL & ARTIFICAL
LOCKERS, SEATING, TABLES & KITCHENETTE
GENERAL FINISHES
A&B
INTIMATE; COMFORTABLE
ARTIFICAL
SINK & TOILET
GENERAL FINISHES
A&B
INTIMATE; PRIVATE
SINGLE OCCUPANCY
ARTIFICAL
N/A
GENERAL FINISHES
A&B
INTIMATE; PRIVATE
STAFF ONLY
ARTIFICAL
CIRCUIT BREAKERS
DURABLE FOR HIGH-TRAFFIC
N/A
INTIMATE: PRIVATE
ARTIFICAL
N/A
GENERAL FINISHES
A
INTIMATE: PRIVATE
ARTIFICAL
STORAGE & SLOP SINK
GENERAL FINISHES
N/A
INTIMATE: PRIVATE
REMARKS
78
QUALITATIVE PROGRAM ROOM
POWER, HVAC, DATA/ VOICE & PLUMBING
THERMAL COMFORT
CIRCULATION
3&4
TBD
LOW-VOC MATERIALS
POWER OUTLETS IN CORRIDORS
HVAC & AIR CIRCULATION
ENTRY/ VESTIBULE
2&3
TBD
WALK-OFF MATS
N/A
SHADING
2, 3 & 4
TBD
OPERABLE WINDOWS
POWER OUTLETS & NATURAL VENTILATION
SHADING, HVAC & AIR CIRCULATION
CHECK-IN/ INFORMATION
1&2
TBD
LOW-VOC MATERIALS
POWER OUTLETS & DATA/VOICE CONNECTION
PERSONALIZED HVAC
PUBLIC STORAGE AREA
2&4
TBD
LOW-VOC MATERIALS
POWER OUTLETS
AIR CIRCULATION
PLANETARIUM DOME
1, 2, 3&4
BLACK
AIR FILTRATION SYSTEM
INDUSTRIAL CHILLER, POWER OUTLETS & DATA/VOICE CONNECTION
HVAC & AIR CIRCULATION
DOME CONTROL ROOM
1&2
TBD
AIR FILTRATION SYSTEM
INDUSTRIAL CHILLER, POWER OUTLETS & DATA/VOICE CONNECTION
HVAC & AIR CIRCULATION
2, 3 & 4
TBD
LOW VOC MATERIALS & OPERABLE WINDOWS
POWER OUTLETS & DATA/VOICE CONNECTION
SHADING, HVAC & AIR CIRCULATION
LOBBY/WAITING
EXHBITS
79
PROX. COLOR INDOOR AIR QUALITY
ENVIRONMENTAL QUALITIES
ERGONOMICS
WAYFINDING
GROWTH & PERMANENCE
REMARKS
TBD
N/A
GENERAL SIGNAGE
N/A
SPACE FOR WHEELCHAIRS
WALK-OFF MATS & SECURITY
N/A
ENTRY SIGNAGE
N/A
SPACE FOR WHEELCHAIRS
DAYLIGHTING SYSTEMS, NATURAL LIGHTING
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE & MAPS AVAILABLE
N/A
DAYLIGHTING SYSTEMS, NATURAL LIGHTING
GENERAL SOLUTIONS FOR OFFICE SPACES
VERBAL DIRECTIONS & MAPS AVAILABLE
N/A
TBD
CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE
N/A
TBD
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE
N/A
TBD
GENERAL SOLUTIONS FOR OFFICE SPACES
STAFF ONLY
N/A
DAYLIGHTING SYSTEMS, NATURAL LIGHTING
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE
POSSIBLE EXHIBIT CHANGES & ADDITIONS
ADA ACCESSIBLE COUNTER
80
QUALITATIVE PROGRAM,
81
ROOM
PROX. COLOR INDOOR AIR QUALITY
CLASSROOMS
1, 2 & 3
TBD
LECTURE SPACE
1, 2 & 3
CAFE AREA
PUBLIC RESTROOMS
POWER, HVAC, DATA/ VOICE & PLUMBING
THERMAL COMFORT
AIR FILTRATION SYSTEM
POWER OUTLETS & DATA/VOICE CONNECTION
PERSONALIZED HVAC, SHADING
TBD
AIR FILTRATION SYSTEM
POWER OUTLETS & DATA/VOICE CONNECTION
PERSONALIZED HVAC
2, 3 & 4
TBD
OPERABLE WINDOWS
POWER OUTLETS & DATA/VOICE CONNECTION
PERSONALIZED HVAC
1&2
TBD
AIR FILTRATION SYSTEM
TYPICAL PLUMBING & HVAC
HVAC & AIR CIRCULATION
ADMIN OFFICES
1, 2 & 3
TBD
OPERABLE WINDOWS
POWER OUTLETS & DATA/VOICE CONNECTION
PERSONALIZED HVAC, SHADING
EMPLOYEE LOUNGE
1, 2 & 3
TBD
OPERABLE WINDOWS
POWER OUTLETS & DATA/VOICE CONNECTION
PERSONALIZED HVAC, SHADING
EMPLOYEE RESTROOMS
1&2
TBD
AIR FILTRATION SYSTEM
TYPICAL PLUMBING & HVAC
HVAC & AIR CIRCULATION
MECHANICAL ROOM
1&2
N/A
LOW-VOC MATERIALS
POWER OUTLETS & HVAC UNITS
N/A
CONTINUED ENVIRONMENTAL QUALITIES
ERGONOMICS
WAYFINDING
GROWTH & PERMANENCE
DAYLIGHTING SYSTEMS, NATURAL LIGHTING, PLANTS
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE
USE AS AN ALTERNATIVE SPACE
TBD
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE
USE AS AN ALTERNATIVE SPACE
DAYLIGHTING SYSTEMS, NATURAL LIGHTING, PLANTS
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
GENERAL SIGNAGE
USE AS AN ALTERNATIVE SPACE
DUAL FLUSH TOILETS
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
PICTOGRAPHIC SIGNAGE
N/A
DAYLIGHTING SYSTEMS, NATURAL LIGHTING, PLANTS
GENERAL SOLUTIONS FOR OFFICE SPACES
GENERAL SIGNAGE, STAFF ONLY
N/A
DAYLIGHTING SYSTEMS, NATURAL LIGHTING, PLANTS
UNIVERSAL DESIGN
GENERAL SIGNAGE, STAFF ONLY
N/A
DUAL FLUSH TOILETS
UNIVERSAL DESIGN & CHILD SIZE CONSIDERATIONS
PICTOGRAPHIC SIGNAGE
N/A
N/A
N/A
GENERAL SIGNAGE
N/A
REMARKS
82
QUALITATIVE PROGRAM, ROOM
83
PROX. COLOR INDOOR AIR QUALITY
POWER, HVAC, DATA/ VOICE & PLUMBING
THERMAL COMFORT
ELECTRICAL CLOSET
1&2
N/A
LOW-VOC MATERIALS
POWER OUTLETS & DATA/VOICE CONNECT.
N/A
GENERAL STORAGE
1&2
N/A
LOW-VOC MATERIALS
POWER OUTLETS
N/A
JANITOR’S CLOSET
1&2
N/A
LOW-VOC MATERIALS
POWER OUTLETS & PLUMBING FOR SINK
N/A
CONTINUED ENVIRONMENTAL QUALITIES
ERGONOMICS
WAYFINDING
GROWTH & PERMANENCE
N/A
N/A
GENERAL SIGNAGE
N/A
N/A
N/A
GENERAL SIGNAGE
N/A
N/A
N/A
GENERAL SIGNAGE
N/A
REMARKS
84
TEST FIT VESTIBULE PUBLIC STOR.
ADMIN. OFFICES
CONTROL ROOM
RR
85
RR
CHECK-IN RR RR
EMPLOYEE LOUNGE
LOBBY
RR
LECTURE SPACE
CLASSROOMS
PLANETARIUM DOME EXHIBITS
ADJACENCY MATRIX
86
08 BUILDING
ANALYSIS, CODE, REGULATIONS &
S TA N DA R D S
BUILDING ANALYSIS The role of a designer includes creating spaces that take into consideration the safety and well-being of their patrons. This section outlines thorough research of the building codes and regulations implemented, and features an overall analysis of the selected site. The building currently known as the Dorothy Emmanuel Recreation Center is a 2 story, 20,000 square foot building completed in 2005 by Kelly Maiello Architects. While featuring more modern material choices and details, the overall design of the facility follows that of more traditional concepts of schools and facilities of similar functions.
89
EXTERIOR ENVELOPE & STRUCTURAL SYSTEMS
houses the facility’s offices, additional storage and meeting areas1.
The exterior envelope of the building is largely made up of load bearing masonry walls composed of either brick or cement blocks. The existing gym and lobby areas feature large clerestory level windows, with a metal finish material covering the upper level of the gym on the exterior; the main structure of this large open area are the exposed trusses on the interior.
UTILIZATION
SUSTAINABILITY The main sustainable action taken during the completion of the original project, was the adaptive reuse of a smaller, adjacent building which now
The proposed project will utilize the entirety of the existing building, as well as pieces of the surrounding landscape. Due to the nature of the proposed project and its focus and on modern and future sciences, one of the main design focuses is sustainability. As an adaptive reuse project, a major goal is to use as much of the existing building and its attributes as possible, as it relates to the proposed facility.
90
EXISTING BUILDING
91
SITE PLAN
FLOOR PLAN
92
SECTION 1
SECTION 2
93
SECTION 3
SOUTH ELEVATION
EAST ELEVATION
NORTH ELEVATION
WEST ELEVATION
94
VISUAL ANALYSIS
STRUCTURAL SYSTEMS LOAD-BEARING WALLS BEAMS & TRUSSES
95
DAYLIGHTING NATURAL LIGHT
96
SOLID & VOID VOID
97
DATUM DATUM LINES
98
CODE ANALYSIS 1. PROJECT DATA
PROJECT NAME - PLANETARIUM/ASTRONOMY CENTER ADDRESS - 8500 PICKERING ST, PHILADELPHIA, PA 19150 DATE OF COMPLETION (ORIGINAL) - 2005 NUMBER OF STORIES - 2 TOTAL GROSS SQ. FT. - 20,000 SQ. FT.
2. APPLICABLE BUILDING INFORMATION
ZONING ORDINANCE - CITY OF PHILADELPHIA FIRE CODE - INTERNATIONAL FIRE CODE 2018 PHILADELPHIA FIRE CODE 2009 BUILDING CODE & DATE - INTERNATIONAL BUILDING CODE 2018 PHILADELPHIA BUILDING CODE 2010 ENERGY CODE - INTERNATIONAL ENERGY CONSERVATION 2018 PHILADELPHIA ENERGY CONSERVATION 2010
3. USE GROUP CLASSIFICATION ASSEMBLY [A-3]
4. MEANS OF EGRESS
SPRINKLED DEAD END LIMIT - 20 FT. MINIMUM CORRIDOR WIDTH - 44 IN. NUMBER OF EXITS - 3 EXIT ACCESS TRAVEL DISTANCE - 250 FT.
ASSEMBLY SPACES
GROSS SQUARE FOOTAGE - 2,450 SQ. FT SQ. FT. PER OCCUPANT - N/A NUMBER OF OCCUPANTS - TBD BY # OF SEATS
CLASSROOMS
GROSS SQUARE FOOTAGE - 1,000 SQ. FT. SQ. FT. PER OCCUPANT - 20 NUMBER OF OCCUPANTS - 50
99
GATHERING SPACES
GROSS SQUARE FOOTAGE - 5,100 SQ. FT. SQ. FT. PER OCCUPANT - 30 NUMBER OF OCCUPANTS - 170
ADMINISTRATIVE AREAS
GROSS SQUARE FOOTAGE - 850 SQ. FT SQ. FT. PER OCCUPANT - 100 NUMBER OF OCCUPANTS - 9
SUPPORT AREAS
GROSS SQUARE FOOTAGE - 950 SQ. FT. PER OCCUPANT - 300 NUMBER OF OCCUPANTS - 4
5. SANITATION MALE/FEMALE RATIO - 1:1 WC, FEMALE - 3 WC, MALE - 1 URINALS, MALE - 1 LAVATORIES, MALE - 1 LAVATORIES, FEMALE - 1 DRINKING FOUNTAINS - 1 SERVICE SINK(S) - 1
6. FIRE PROTECTION REQUIREMENTS FIRE EXIT ENCLOSURES - 2 HRS SHAFTS & ELEVATORS HOISTWAYS - 2 HRS TENANT SPACE SEPARATIONS - 2 HRS SMOKE BARRIERS - 30 MINS. CORRIDOR FIRE-RESISTANCE RATING - 0 INCIDENTAL USE AREAS STORAGE ROOMS (OVER 100 SQ. FT.) - 1 HR OR PROVIDE AUTOMATIC FIRE-EXTINGUISHING SYSTEM
CITATIONS 1] Applicable Codes to the City of Philadelphia. Department of Licenses and Inspection. Accessed November 14, 2018. https://www.phila.gov/li/ codesandregulations/Pages/codes.aspx 2] The Philadelphia Fire Code. American Legal Publishing Corporation. Accessed November 14, 2018. http://library.amlegal.com/nxt/gateway. dll/Pennsylvania/philadelphia_pa/title4thephiladelphiabuildingconstructio/subcodefthephiladelphiafirecode?f=templates$fn=default.htm$3.0$v id=amlegal:philadelphia_pa
IMAGES NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER 1] Paper, Design. 2018. Image. https://unsplash.com/photos/jxmEbSLuhyM. 2] Halkin | Mason Photography. 2018. Emanuel Recreation Center. Image. Accessed December 13. http://www.kmarchitects.com/projects/emanuelrecreation-center. 3] Halkin | Mason Photography. 2018. Emanuel Recreation Center. Image. Accessed December 13. http://www.kmarchitects.com/projects/emanuelrecreation-center. 4] Halkin | Mason Photography. 2018. Emanuel Recreation Center. Image. Accessed December 13. http://www.kmarchitects.com/projects/emanuelrecreation-center. 5] Halkin | Mason Photography. 2018. Emanuel Recreation Center. Image. Accessed December 13. http://www.kmarchitects.com/projects/emanuelrecreation-center.
100
09 CONCLUSION
103
RESEARCH The research collected for the proposed project has proved extremely helpful in determining the needs of the space and its occupants. After visiting and researching existing precedents, different design concepts and approaches to the facilities were observed. Researching modern schools, their designs, psychology and curriculums provided further insight into the prioritized educational focuses and need for consideration of all students and the unique ways the each behave and learn.
CONCEPT Upon completion of the research for the proposed project, many design concepts will need to be considered and adapted for use. One of the major decisions to be made is which type of dome should be utilized in the planetarium, standard or tilted. In addition to this, it will be important to include various exhibit types as to meet the needs of each student based on their preferred learning method.
RELEVANCY Over the course of this semester, the research gathered has proved relevant and reliable. Throughout the design process this research will continued to be referenced in order to achieve the greatest outcome for the facility. Learning from the research done, the proposed project will work to boost STEM education and inspire students to never give up on their dreams.
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10 APPENDIX & BIBLIOGRAPHY
APPENDIX COVER IMAGE NASA. 2016. Astronaut. Image. https://unsplash.com/photos/Yj1M5riCKk4/info.
DEDICATION PAGE IMAGE Petrucci, Mike. 2018. Moon, Sky, Supermoon. Image. https://unsplash.com/photos/uIf6H1or1nE.
SECTION 7 IMAGE
Sheldon, Jeff. 2014. Workbench And Tools. Image. https://unsplash.com/photos/8z2Q6XWLYa4.
SECTION 9 IMAGES
NOTE: IMAGES CITED IN ORDER OF APPEARANCE IN CHAPTER
1] Rosca, Octavian. 2017. Star, Color, Space. Image. https://unsplash.com/photos/UfCYo7zHyY8. 2] Mohsenvand, Farzad. 2018. Lunar Eclipse 2018. Image. https://unsplash.com/photos/TbuescuqMjA.
SECTION 10 IMAGE
Galliani, Jeremy. 2016. Night, Sky, Star And Column. Image. https://unsplash.com/photos/HVBePS9FPyc.
107
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