Zoraida Rivera :: Graduate Architecture Portfolio

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20 14

123 45 6 Introduction

1

Site Analysis

7

Programming

47 Concept

71

Schematic Design

93

Final Design

117

Location

Spaces

Idea

Pre-schematic design

Site Plan

Macro Scale

Occupancy

Inspiration

Design Decisions

Site Model

Meso Scale

Adjacency

Concept Drawings

Site Plan

Elevations

Micro Scale

Matrix

Concept Models

Schematic Plans

Plans

Conclusion

On the Site

Formal Explorations

Site Sections

Systems Diagrams

Elevations

Section Models

Models

Wall Section & Details

Diagrams

Atrium Design

Perspectives

Atrium Views

Case Studies

“I READ, I FORGET. I SEE, I REMEMBER. I EXPERIENCE, I UNDERSTAND.” -CONFUCIUS

1 INTRODUCTION

1

Education is instinctive in the human being as any other physical needs. We learn since the moment we are born until we die. There is no explanation for this thirst in knowledge that the human being has, however it has resulted in the creation of the educational system. The current educational system provides young minds with the necessary information to develop as a functioning adult in the modern world. The educational system prepared children for future careers in which they can contribute to their society and community, however what happens when the system is broken? Who notices when is not functioning correctly? What are the repercussions of this problem and how can we fix it?

Puerto Rico The current educational system in Puerto Rico is failing. Nine out of ten schools in the island are not providing the standard education established by the federal government of the United States of America.

The Department of Education (DE) quietly published in its website a report that reflects a very disturbing picture of Puerto Rican public education, concluding that 91% of schools do not meet standards of educational quality.

The percentage of schools under the “Improvement Plan” increased to 91% from 87% the previous year, according to the report of academic achievement of the Department of Education 2012-2013 6.

This means that nine out of ten public schools in Puerto Rico fail, repeatedly, with the goals of academic progress must be annually on educational quality standards required by the federal No Child Left Behind (No Child Left Behind) and Education is implanted.

6 2

Velázquez, Brunymarie “9 de cada 10 escuelas en Puerto Rico no dan el grado.” El Nuevo Dia de Puerto Rico, 4 Nov 2012, Elnuevodia.com: 5 Nov 2013

Problems There are many reasons why this negative results in the educational system. Some of the reasons why the system is failing are the fact that many professors migrated to the U.S., the economic depression has affected many families and

SCHOOLS SCHO SC HOOL OLS S THAT THAT A ARE RE P PRO PROVIDING ROVI VIDI DING NG A ADE ADEQUATE DEQU QUAT ATE E ED EDUC EDUCATION UCAT ATIO ION N

prioritized work over education and finally the current facilities and curriculum are degraded and obsolete. The majority of the schools in Puerto Rico where designed and constructed over 60 years ago. The world has changed significantly in 60 years. Life in the 21st century is digitalized. Computers, Internet and digital media are the norm. Schools are losing the students interests because of the outdated curriculum and

SCHOOLS SCHO SC HOOL OLS S TH THAT AT A ARE RE IIN N TH THE E ED EDUC EDUCATION UCAT ATIO ION N IM IMPR IMPROVEMENT PROV OVEM EMEN ENT T LI LIST ST (%)

facilities. There are two ways of approaching change, either to accommodate it and follow the norm or to change it completely in a different and controlled direction.

9% OF THE STUDENTS ARE

STUDEN STUDENTS STUD ENTS TS THAT THA T HAT T DI DID D NOT NOT SU SUCC SUCCEED CCEE EED D IN T THE HE A ACA ACADEMIC CADE DEMI MIC C ACHIEVEMENT ACHI AC HIEV EVEM EMEN ENT T TE TEST ST

PROFICIENT IN MATH

3

Mathematics

The education in Mathematics is currently being inefficient. The communication between student and professor is being affected by the method of teaching. The material becomes significantly more complex every year in the topics of mathematics, however the methods become simpler creating and inversely proportional relationship. When the topics become more complex the student is expected to struggle more to understand the matter in topic. This is resulting on very low average scores in academic achievements in the matter of mathematics.

According to the Percent Proficient on the State Assessment in Math, Grade 8 - All Students: 2011-12, Puerto Rico scored a 9% of the students where proficient in mathematics 7. These alarming numbers provoke reactions in every aspect related to the educational system, and one of them is architecture. The 9% of the students that are proficient in mathematics are not being affected by their surroundings; however this concludes that the 91% of the students in Puerto Rico are not satisfied with their education. Puerto Rico is being affected by the low scores in the academic proficiency of the educational system. The people are being affected in many levels. Professionals are struggling every day to create innovative solutions to this sad problem. Communities are affected by worrying for the future generations and the future of the island. Families are struggling to solve this problem by encouraging the younger generation to study more, harder and succeed. Finally the students are found in the spot light, under the pressure of the country and being forced to produce better results. IN the end the blame is not on the children, it is the entire system that is broken and will take time to amend. The only way that this problem can be solved is by all the professions focusing on the problem and creating long term solutions, including architecture.

STUDENTS PROFICIENT IN ACADEMIC ACHIEVEMENT TESTS (%)

STUDENTS PROFICIENT IN ACADEMIC ACHIEVEMENT TESTS (%) 66 54 53

52 44 36

50 44 40 40

48

45 37 32

10

3rd

7 4

4th

5th

6th

37

7

9

7th

8th

41 38

55 51 45

58 52 44

44

8

11th

4

2

2007

2008

41 38

38 35

35

2009

8

2010

EDFacts/Consolidated State Performance Report, 2010-11: http://www2.ed.gov/admins/lead/account/consolidated/index.html

Solution

“Architecture designed to prevent escape, paradoxically provides the space where escape can occur.� 8

Architecture can encourage the development of a better education method by providing more creative spaces; encourage creativity and motivating the entire community to be involved in the solution of this problem. The inclusion of creative spaces in a school can make room for the development of the curriculum through time. The current curriculum that expects the students to be sitting on a desk for 8 hours straight is dangerous for the health of the children and inefficient in terms of communicating the lessons. Creative spaces provide an area for creativity, where the teachers can come up with innovative ways of teaching; the students can explore through experience and can be a multi-use space. Encouraging creativity can stimulate the right side of the brain which is known to be more intuitive, thoughtful and subjective.

Both sides of the brain should be stimulated in school to develop a healthier brain; however creativity is not a priority in current schools. The development of the creative thinking process results in innovation and a problem solving minds. By creating an architecture that gives pride to the students and the community, everyone is more likely to involve in the evolution of the school and the success of the students. In the end the solution is in providing an optimal space for the students to achieve academic success.

1,257 OF 1,473 SCHOOLS = 85% INFORMATION

?

APPLICATION

8

Stoner, Jill Towards a Minor Architecture. Cambridge, MA: The MIT Press, 2012 5

2 SITE ANALYSIS

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LOCATION San Juan

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The site of this design is located in Puerto Rico. Puerto Rico is an archipielago located in the Caribbean centered between the Dominican Republic an the Virgin Islands.

4 million habitants 78 towns 100 miles long 40 miles wide 501 KM of coast line 4390’ highest point

Puerto Rico is a U.S. territory, a tropical island and it is located in latitude 20 N.

The metropolitan area of Puerto Rico surrounds the capital, San Juan.

The high contrast from white to green defines the extents of the area.

6 towns 1.5 million habitants

9

MACRO:

METROPOLITAN AREA

The towns that compose the metropolitan area are:

San Juan- 399,633 habitants Bayamon- 207,337 habitants Guaynabo- 97,369 habitants Carolina-176,157 habitants Caguas- 142,549 habitants Catano- 28,049 habitants

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CATAﾃ前

SAN JUAN

28,049

393,633

CAROLINA 176,157

GUAYNABO BAYAMON

97,369

207,337

CAGUAS 142,549

11

MACRO:

EARTHQUAKES

There is a long history of earthquakes in Puerto Rico. The reason for this is that Puerto Rico is located in the middle of two fault lines, one at the north in the Atlantic Ocean and one at the south in the Caribe Sea. Earth quakes in Puerto Rico are common and are addressed in construction. The main concern about earthquakes is the possibility of causing a tsunami in which case the small island is not very well prepared to handle. However the common earthquakes of Puerto Rico do not exceed a 4.0 magnitude.

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13

MACRO:

HURRICANES

Hurricanes are very common in the Caribbean. They are a natural disaster that is dealt with every year in Puerto Rico. The months with greater hurricane threat are from May to September. The way that architecture addresses this common threat is by controlling the fenestrations with treated windows, always constructing with concrete and steel, and commonly selecting a site that would be protected by mountains. Of course there are many other issues to address when designing in a hurricane prone site.

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2007-TS 1938-TS 1901-TS 1942-TS

1931-H1

2011-H1

1867- H3

1916-TS 1981-TS

1931-TS

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MACRO:

16

CLIMATE

MACRO:

SCHOOLS

They are a total of 1,473 schools in the Department of Education of Puerto Rico. These schools vary in Elementary, Middle and High school. From the map we can see that the majority of the schools are in the metropolitan area, because it accommodates a higher number of people than any other region of the country.

1,473 SCHOOLS

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MACRO:

SCHOOLS

The towns in the metropolitan area that have the majority of the schools are the towns of San Juan, Bayamon and Caguas. San Juan is the capital of Puerto Rico and also the most densely populated town with 394,000 habitants.

Bayamon is the second most populated town in the country with 207,000 habitants. Caguas has 142,000 habitants. These three towns contain the majority of the schools in the metropolitan area providing the corners of a triangle for optimal site.

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SAN JUAN

BAYAMON

CAGUAS

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MACRO: By creating circles around the towns with the majority of the schools, San Juan, Bayamon and Caguas, we can see the shaded places where these circles overlap. These overlaps become optimal places for a site being in close proximity to each of the towns with the most schools.

Proximity is important due to the fact that public schools have a limited budget for activities like field trips, and the thesis focuses on providing lessons that can be taken every year for students in the public education system.

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TRIANGULATION - TOWNS

MACRO:

TRIANGULATION - TOPOGRAPHY When selecting the centers of these circles and outlining the edges it results in a triangle of optimal proximity to the towns. This triangle defines the area of most appropriate location of the site.

At the same time we see the change in the topography in the area. It is preferred to stay away from dense topography because it is isolated and more difficult to reach in any method of transportation that it is not the vehicle.

21

MACRO: The preferred method of transportation in Puerto Rico is the automobile. 87% of the population in the metropolitan area drive to work everyday. Therefore as a result it is necessary to locate the site in close proximity to a primary highway.

Primary= white Secondary= blue 22

TRIANGULATION - HIGHWAYS

MACRO:

TRIANGULATION - TRAIN STOPS To accommodate the 5 percent of the population that take public transportation, to encourage other means of transportation other that the automobile, the site must be as close as possible to the train station stops. This train is called the Urban Train and it runs from Old San Juan to Bayamon.

23

MACRO: The white circle represents the one mile radius surrounding the site.

The site is as close as possible to the train station however staying inside the triangular area of optimal location and staying near a primary highway. The site has topography on the south as well, which protects from hurricanes, strong winds and some rain.

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TRIANGULATION - CONCLUSION

MACRO:

GUAYNABO The conclution of the triangulation method to locate the most convinient location for the museum results in the town of Guaynabo.

GUAYNABO

25

MACRO:

GUAYNABO

Guaynabo (Spanish pronunciation: is a municipality in the northern part of Puerto Rico, located in the northern coast of the island, north of Aguas Buenas; south of Cataño; east of Bayamón; and west of San Juan. Guaynabo is spread over 9 wards and Guaynabo Pueblo (the downtown area and the administrative center of the suburb).

Guaynabo is considered, along with its neighbors - San Juan and the municipalities of Bayamón, Carolina, Cataño, Toa Alta, Canovanas, Caguas, Toa Baja, and Trujillo Alto - to be part of the Área Metropolitana (Metropolitan Area) of San Juan (the largest MSA in Puerto Rico. It is also part of the larger San Juan-Caguas-Fajardo Combined Statistical Area. The municipio has a land area of 27.13 square miles (70.3 km2) and a population of 97,924 as of the 2010 census.

History

The first European settlement in Puerto Rico, Caparra, was founded in 1508 by Juan Ponce de León in land that is today part of Guaynabo. Ponce de León resided there as first Spanish governor of Puerto Rico. This settlement was abandoned in 1521 in favor of San Juan. The ruins of Caparra remain and are a U.S. National Historic Landmark. The Museum of the Conquest and Colonization of Puerto Rico, which features artifacts from the site and others in Puerto Rico, is located on the grounds.

The municipality of Guaynabo was founded in 1769 by Pedro R. Davila (P.R.), after a struggle for division from the municipality of Bayamón. Previously, the municipality was known as “Buinabo”, a name that means in Taíno “Aquí hay otro lugar de agua dulce” or “Here is another place of fresh water.”

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GUAYNABO 97,638 HABITANTS 78.7% HIGH SCHOOL GRADUATES 41.8% BACHELOR’S DEGREE OR MORE 57.8% IN LABOR FORCE $34,638 MEDIAN HOUSEHOLD INCOME 94.1% LITERACY RATE 24.4% BELOW POVERTY LEVEL 13% UNEMPLOYMENT RATE 15,954 - UNDER 18 YRS.

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MESO:

SCHOOLS

On a one mile radius of the site there are 16 schools. This provides the opportunity for students to visit the site after school. The program of the museum accommodates multiple spaces for the students to achieve in school, like libraries, study rooms, interactive exhibitions and tutoring classes after school. The site is located in a residential area therefore providing a safe commune for the students to travel to and from the site.

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16 SCHOOLS

AMERICAN MILITARY ACADEMY BALDWIN SCHOOL

COLEGIO MARISTA

COLEGIO SAN IGNACIO LUIS MUNOZ RIVERA

COLEGIO MARIA REINA

SCHOOL

JOSEFINA BARCELO SCHOOL PARKVILLE SCHOOL

COLEGIO SAGRADOS CORAZONES

WESLEYAN ACADEMY

ADIANEZ SCHOOL MONTESSORI

COLEGIO SAGRADOS

SCHOOL

CORAZONES

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MESO:

TOPOGRAPHY

The topography of Puerto Rico is very varied due to the fact that it is a volcanic island. The center of the island contains the central mountain range. Guaynabo is located in the north of this mountain range however the surroundings of the site have low mountains up to 460’ tall. The mountains create beautiful views, protect from strong winds during hurricanes and control the rain shed. The selected site is 98’ elevated from the sea level.

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98’

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MESO:

TRANSPORTATION & FLOODING

The site is located right on the edge of the 20 highway (Martinez nadal highway). This gives the site great accessibility from the rest of the island.

Also gives the site great exposure to the vehicles passing on the highway. This highway accommodates 80,000 vehicles a year. On the south of the site there is a river, the Guaynabo River. This river has a flooding zone that is located half a mile south of the site.

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80,000 VEHICLES

FLOOD ZONE

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MICRO:

CLIMATE

41% CLOUD COVERAGE 80 F AVERAGE TEMPERATURE 75% AVERAGE HUMIDITY 204 DAYS WITH RAIN TROPICAL CLIMATE ZONE

The tropical climate zone and sun altitude throughout the year suggest to control the sunlight penetration into the building. The building should take advantage of the wind from the west and control the interior climate when possible.

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90

70 49

3% 17%

1% 1% 1%

39%

6%

9%

MICRO:

VEGETATION The use of vegetation is greatly encouraged in Puerto Rico for many reasons, to provide shade for pedestrians, to beautify the site and to accentuate the site entrance, boundary or functions.

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MICRO: D-2= Public Green Spaces C-2= Commercial Spaces R-5= Multi-familly residential R-3= Single familly residential CL= mixed use, residential and commercial

ZONING

D-2

D-2

R-3

C-2

CL

CL

R-5

CL

C-2 C-2 R-3

I-1 C-2

C-2 C-2 36

R-3

D-2

MICRO:

BUILDING DENSITY The building density surrounding the site suggests to control the size and scale of the building, so it can better relate to the surrounding buildings and doesn’t overwealm the neighborhood.

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MICRO: The site is located in front of a major highway that has 80,000 visitors every year. Also the site accommodates the visitors that use public transportation with 3 bus stops in less than 1/4 mile distance.

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TRANSPORTATION

MICRO:

SIDEWALKS The walkways and crosswalks suggest points of entry to the site, proportions of the site walkways and the need for clear boundaries in the site edges.

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MICRO: the topography map demonstrates the fact that the site is mostlu flat however it is elevated from the highway and has topography elevations to the north west.

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TOPOGRAPHY

MICRO:

NOISE POLLUTION The noise pollution study demonstrates the main sources of noise around the site. Some of these points are the baseball fields to the north west, the gas station across the street, the shopping center parking lot to the south of the site and primarilly the vehicular noise from the highway 20 on the east of the site.

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SITE PICTURES

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SITE CONTEXT

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CONCLUSION The site analysis revealed some major precautions and defining elements that will affect the design of the museum. Some of these precautions found in the macro scale map are climate issues. The tropical climate zone of Puerto Rico suggest major design solutions that avoid direct sunlight inside the building, accommodative for natural ventilation and also control the interior climate through air conditioning. The macro climate also reveal the long history of hurricanes in the Caribbean requiring special attention to the structure and construction method of the building. The fact that Puerto Rico is surrounded by fault lines and results in 3 dozen earthquakes a year, defines a need for seismic structures in the site. The mapping of the schools in the metropolitan area defines the towns with the majority of the schools in Puerto Rico and therefore serving as a triangulation point for selecting the location of the site. The topography affects the ease of access to the site, therefore must be avoided. The access to the site from a major highway is optimal due to the fact that 87% of puertoricans drive every day. The proximity to the Urban train stations is encouraged due to the high traffic of commuters that select this method of transportation. Finally when resulting in the town of Guaynabo the site’s proximity to another museum would encourage the area to develop a language. The site selected is surrounded by commercial buildings, therefore suggesting a high volume of visitors to the area.

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In a one mile radius the site has 16 schools, therefore providing a central point for students to go to after class to receive after school tutoring or use the library resources. The topography reveals the possibility of flooding around the Guaynabo river, south of the site. The noise pollution suggest to control the facades of the east and south, the pedestrian movement suggests to embrace the street edges of the north and west. Finally the context of the site suggests some program location like a parking structure on the south to block the sun during it’s period of low altitude, egress exits and interior courtyard to the east to engage the intersection, a main entrance to the north to engage the bus stops and to address the prospect from the museum of sports across the street.

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3 PROGRAMMING

47

INT The selection ection of the spaces that the building will accommodate is related to the total footprint of the building building, the ttotal square footage and the different activities that will take place in the building. The footprint of the building results from the original footprint of the building that occupied the site for decades. The building that was previously in the site was The Grana Industries factory. This building was on the site for decades, it was abandoned in the 80’s and vacant in the site until it’s date of demolition in 20011. The footprint of the new building remembers the history of the site by remaining in the same original boundaries. The total square footage of the building results from the levels in the design and the footprint.

The levels of the building results from the massing of the surroundings, the interior space needed and the experience of the building. Finally the different activities that will be happen in the building are a result of the quantity of people that will visit the site, the target audience that is expected in the building and the activities needed for the building to be successful.

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SQ.FT. INTERIOR SPACES: CLIENT ENTRY ENTRY FROM PARKING LOBBY FRONT DESK OFFICES STAFF LOUNGE CAFE GIFT SHOP RESTROOMS STORAGE JANITORIAL MECHANICAL ROOM GALLERY SPACES ATRIUM INTERIOR PLAYGROUND CONFERENCE ROOM CLASSROOMS CIRCULATION

3,000 SQ.FT. 1,000 SQ.FT. 5,000 SQ.FT. 1,000 SQ.FT. 20,000 SQ.FT. 2,000 SQ.FT. 4,000 SQ.FT. 4,000 SQ.FT. 3,000 SQ.FT. 20,000 SQ.FT. 5,000 SQ.FT. 2,000 SQ.FT. 40,000 SQ.FT. 20,000 SQ.FT. 3,000 SQ.FT. 4,000 SQ.FT. 5,000 SQ.FT. 50,000 SQ.FT. = 200,000 SQ.FT.

200,000 SQ.FT.

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SPACES INTERIOR SPACES: CLIENT ENTRY ENTRY FROM PARKING LOBBY FRONT DESK OFFICES STAFF LOUNGE CAFE GIFT SHOP RESTROOMS STORAGE JANITORIAL MECHANICAL ROOM GALLERY SPACES ATRIUM INTERIOR PLAYGROUND CONFERENCE ROOM CLASSROOMS

50

JANITOR’S CLOSET

FRONT DESK OFFICES STORAGE

MEP PRIMARY ENTRY ATRIUM

LOBBY

GALLERIES RESTROOMS

INTERIOR PLAYGROUND

CONFERENCE ROOM

CL

CAFE

8 20’X30’ LASSROOMS

GIFT SHOP PARKING STRUCTURE

LIBRARY

STAFF LOUNGE SECONDARY ENTRY

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OCCUPANCY INTERIOR SPACES: LOBBY FRONT DESK OFFICES STAFF LOUNGE CAFE GIFT SHOP STORAGE JANITORIAL MECHANICAL ROOM GALLERY SPACES INTERIOR PLAYGROUND CONFERENCE ROOM CLASSROOMS CIRCULATION PARKING STRUCTURE

334 10 200 10 20 40 60 17 7 8,000 60 570 240 334 800 = 11,000 VISITORS

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11,000

STAFF PUBLIC

CHILDREN 53

PUBLIC MAIN ENTRY- 3,000 SQ.FT. LOBBY- 5,000 SQ.FT. ATRIUM- 20,000 SQ.FT. GALLERY ROOM- 30,000 SQ.FT.

PARKING ENTRY- 1,000 SQ.FT.

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SEMI-PUBLIC FRONT DESK- 1,000 SQ.FT.

RESTROOMS- 3,000 SQ.FT.

CAFE- 4,000 SQ.FT. GIFT SHOP- 4,000 SQ.FT.

LIBRARY- 15,000 SQ.FT.

INT. PLAYGROUND- 3,000 CLASSROOMS- 5,000 SQ.FT. GALLERY ROOM- 10,000 SQ.FT.

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SEMI-PRIVATE LOUNGE- 2,000 SQ.FT.

LIBRARY STACKS- 15,000 SQ.FT.

CONFERENCE ROOM- 4,000 SQ.FT.

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PRIVATE OFFICES- 20,000 SQ.FT.

STORAGE- 20,000 SQ.FT. JANITORIAL- 5,000 SQ.FT. M.E.P.- 2,000 SQ.FT.

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SPACE MATRIX MAIN ENTRY LOBBY FRONT DESK GIFT SHOP

CLUSTER OF RED= MANDATORY PROXIMITY OF THESE SPACES MAKE A MORE DEFINED ENTRANCE TO THE MUSEUM

CAFE RESTROOMS LOUNGE OFFICES ATRIUM

CLUSTER OF VARYING COLORS THE NEED FOR THESE SPACES PROXIMITY TO THE ATRIUM IS OPPOSED FOR THE NEED OF PRIVACY AND SOUND CONTROL

LIBRARY INTERIOR PLAYGROUND GALLERIES STORAGE JANITORIAL M.E.P. CONFERENCE ROOM CLASSROOMS PARKING ENTRY PATIO PARKING SERVICE AREA 58

CLUSTER OF BLUE AND RED THE CLASSROOMS, CONFERENCE ROOM, AND LIBRARY NEED A SECONDARY ENTRY FROM THE PARKING FOR STAFF AND SPECIAL EVENTS CLUSTER OF GRAY THE GALLERIES AND THE LIBRARY MUST BE DISTANCED FROM THE INTERIOR PLAYGROUND TO CONTROL SOUND AND VISUAL POLLUTION

ON THE SITE THE SITE

275,000

SQ.FT. =

ORIGINAL FOOTPRINT OF THE SITE

DESIGN INTERIOR SPACE

PARKING STRUCTURE

ACRES

120,000

80,000

40,000

ONE WAY SERVICE LANE

6

SQ.FT. =

SQ.FT. X 3 LEVELS =

SQ.FT. X 4 LEVELS =

43%

OF THE SITE

240,000

160,000

SQ.FT.

SQ.FT.

15

.FT.

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CASE STUDIES

CASE STUDY: MOMATH - PROGRAM

THE NATURAL MUSEUM OF MATHEMATICS LOCATION: MANHATTAN, NEW YORK DATE: 2012 AREA: 19,000 SQ.FT. Despite not having an explicit architectural message, the Natural Museum of Mathematics includes many similar characteristics and programs that can be incorporated in the Educational Museum of Mathematics and Physics and its exhibitions that create an interactive mathematical experience that blends mathematics with art.

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CASE STUDIES

CASE STUDY: HIGH MUSEUM OF ART - CIRCULATION

HIGH MUSEUM OF ART ARCHITECT: RICHARD MEIER LOCATION: ATLANTA, GA DATE: 1983 AREA: 312,000 SQ.FT. The high Museum of Art primary circulation is located in the center of the building underneath an atrium. This experience of vertical circulation will be incorporated in the design of the Educational Museum of Mathematics and Physics of Puerto Rico.

The interior ramping system will be both the primary method of vertical circulation and a metaphor for the journey of learning by increasing the difficulty of the exhibitions with every level that it reaches.

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63

CASE STUDIES

CASE STUDY: MUSEU DE LES CIÈNCIES PRÍNCIPE FELIPE - CONCEPT EL MUSEUM DE LES CIÈNCIES PRÍNCIPE FELIPE ARCHITECT: SANTIAGO CALATRAVA LOCATION: VALENCIA, SPAIN DATE: 2000 AREA: 40,000 SQ.METERS Calatrava designs his buildings by discovering an unique concept that relates to the function of the building, and later he develops the structure without compromising the essence of his concept in the process. This relationship between concept and function will be incorporated in the design of the museum. The concept will be incorporated in both the exterior of the building and the interior experience.

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65

CASE STUDIES

CASE STUDY: MUSEO DEL DEPORTE(MUSEUM OF SPORTS)

MUSEO DEL DEPORTE PUERTORRIQUENO LOCATION: GUAYNABO, PUERTO RICO DATE: 2004 AREA: 30,000 SQ.METERS The Museum of Sports is located in the Avenida Esmeralda, Guaynabo, Puerto Rico, 350 feet away from the site. This museum celebrates the long list of puertorican athletes and their triumphs. It contains exhibitions, showcases and sculptures. The fact that this museum is in close proximity to the site it affects the number of visitors that would go to the area.

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CASE STUDIES

CASE STUDY: THE FRANKLIN INSTITUTE

THE FRANKLIN INSTITUTE LOCATION: PHILADELPHIA,PENNSYLVANIA ARCHITECTS: JOHN HAVILAND, JOHN T. WINDRIM ARCHITECTURE: CLASSIC REVIVAL STYLE DATE: 1824 AREA: 4 ACRES The Franklin Institute( named after the noted American scientist and statesman Benjamin Franklin) is a museum located in the city of Philadelphia, Pennsylvania. This museum is one of the oldest centers of science education and development in the U.S. It was founded in 1824 and it also houses the Benjamin Franklin National Memorial.

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4 CONCEPT

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INTRO Architecture always begins with an idea. An idea evolves into a concept that later on becomes a regulatory paradigm that unites all of the design elements and factors, from the plan grid to the proportions of the fenestrations. The concept must relate to the context of the site, to the function of the building and the message of the designer. The ideas that first inspired me to develop a concept are the gravitational force and the Fibonacci sequence. The following is a diagram of inspirational images relating to both.

CAMUY CAVES, PR GUARDIANS OF TIME

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MOUNTAINS, PR

GOLDSWORTHY

Y

GOLDSWORTHY

STELLAR SWARM

MILKY WAY GALAXY

OLD SAN JUAN PR

GUARDIANS OF TIME

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“WHAT GOES UP MUST COME DOWN” -ISAAC NEWTON

HONEST IMPARTIAL UNBIASED NEUTRAL FAIR UNPREJUDICED

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Gravitation, or gravity, is a natural phenomenon by which all physical bodies attract each other. It is most commonly recognized and experienced as the agent that gives weight to physical objects, and causes physical objects to fall toward the ground when dropped from a height.

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76

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80

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CONCEPT MODELS

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83

ATRIUM The following are the studies of the different shapes that represent the openings of the atrium in different levels. Some shapes change in scale with each level and others rotate 30 degrees per level. The reason for the 30 degree rotation is that the total amount of floors in the building is 3 levels, 90 degrees divided by 3 levels equals 30 degrees each.

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85

ATRIUM SQUARE

SHAPES ROTATING 30 DEGREES PER LEVEL

SHAPES OVERLAPPING

ACTUAL VIEW

SHAPES INCREMENTING SIZE PER LEVEL

SHAPES OVERLAPPING

INTERIOR VIEW OF THE ATRIUM

SHAPES INCREMENTING IN SIZE AND ROTATING 30 DEGREES PER LEVEL

STUDY MODEL OF THE ATRIUM

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ATRIUM RECTANGLE

SHAPES ROTATING 30 DEGREES PER LEVEL

SHAPES OVERLAPPING

ACTUAL VIEW

SHAPES INCREMENTING SIZE PER LEVEL

SHAPES OVERLAPPING

INTERIOR VIEW OF THE ATRIUM

SHAPES INCREMENTING IN SIZE AND ROTATING 30 DEGREES PER LEVEL

STUDY MODEL OF THE ATRIUM

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ATRIUM CIRCLES

SHAPES SAME IN EVERY LEVEL SHAPES OVERLAPPING

ACTUAL VIEW

SHAPES INCREMENTING SIZE PER LEVEL SHAPES OVERLAPPING

INTERIOR VIEW OF THE ATRIUM

ACTUAL VIEW

STUDY MODEL OF THE ATRIUM

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ATRIUM IRREGULAR

SHAPES ROTATING 30 DEGREES PER LEVEL

SHAPES OVERLAPPING

ACTUAL VIEW

SHAPES INCREMENTING SIZE PER LEVEL SHAPES OVERLAPPING

INTERIOR VIEW OF THE ATRIUM

SHAPES INCREMENTING IN SIZE AND ROTATING 30 DEGREES PER LEVEL

STUDY MODEL OF THE ATRIUM

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ATRIUM CONCEPT The atrium represents the journey of knowledge, the further up the ramp the visitors goes the more complex the subjects discussed in the interactive exhibitions. The journey culminates in the last gallery in the south east on the third floor where there is a view of the atrium to reflect what has been learned, the journey traveled and to admire how others are traveling the same path.

The atrium also contains a structure located in the center space that represents the point of gravity of the building.

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5

SCHEMATIC DESIGN

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SCHEMATIC SITE The schematic phase began with the analysis of the site and the elements that will affect the program, views, circulation and form of the architecture(fig. 8.2). Some elements that are identified in the schematic site plan are the locations of the entries according to the movement of people, the location of the parking structure to provide shade and the alignment of the main entry with Esmeralda avenue to provide a clear prospect from it to the building. After the analysis of the site, the organization of the square footage of the spaces inside the building are explored (fig. 8.1)

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SCHEMATIC DESIGN

The organization of the spaces inside the building respond to the movement of the people inside the building, the need for natural light and the adjacencies studies of museum spaces. The public spaces must all be connected, the private spaces must be connected as well, however the public spaces must be secluded from the private spaces. Semi private and semi public spaces can be organized according to the specific needs of the level and circulation.

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FLOOR R PLAN PLA AN LEVEL 1

CAFE ENTRY PEDESTRIAN ENTRY EXTERIOR PLAYGROUND

STAFF PARKING ENTRY

STAFF PARKING

OFFICE

CAFE PATIO

INTERIOR PLAY GROUND

CAFE

OFFICE

MEP

GIFT SHOP

VEHICULAR ENTRY TO THE SITE

JANITOR’S CLOSET

LOADING AREA STORAGE ATRIUM

LOBBY

LOUNGE LIBRARY

MAIN ENTRY

DROP OFF AREA

ADA PARKING

OFFICE

ENTRY TO PARKING STRUCTURE SERVICE LANE TO STREET D PARKING STRUCTURE

PEDESTRIAN CONNECTION TO SHOPPING CENTER

EXIT BACK TO HIGHWAY LANE

0 10 50

100

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FLOOR R PLAN PLAN LEVEL 2

MEP GALLERY SPACES

JANITOR’S CLOSET

STORAGE ATRIUM

CLASSROOMS LOUNGE

LIBRARY

SCHOOL LOBBY

SCHOOL ENTRY

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PARKING ENTRY

LIBRARY ENTRY

0 10 50

100

FLOOR R PLAN PLAN LEVEL 3

MEP GALLERY SPACES

JANITOR’S CLOSET

STORAGE ATRIUM

LOUNGE GALLERY

OFFICE CONFERENCE ROOM

OFFICE ENTRY

PARKING ENTRY

GALLERY ENTRY

0 10 50

100

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The Museum of Mathematics and Physics is under the A category, Assembly Space. The museum contains Spaces identified as A-2 (drink and food establishments: The Café), A-3 (galleries, library and lecture halls), E (educational spaces: the school) B (business or office spaces) and S (storage spaces).

Structural Systems:

To allow column placement that derives from a regular grid.

•

Site-cast concrete two-way flat plate or flat slab

•

Metal space frame

Site-cast concrete two-way flat plate or flat slab spacing of columns: 40’ or 12m Precast Concrete Columns must be at least 8 in. (203 mm) in dimension, and beams at least 7 in. (178mm) wide. Load-bearing wall panels must be at least 5 in. (127 mm)thick. Solid slabs may not be less than 5 in. (127 mm) thick. Hollow-core slabs must be at least 8in.(203 mm) deep and may be used without a topping. Double and single tees require applied fireproofing materials or an appropriately fire-resistive ceiling of plaster, gypsum board, or fibrous panels,unless a concrete topping 3.25in. (83 mm) thick is poured .

USE GROUP A-3: ASSEMBLY / MISCELLANEOUS •

Must be sprinkled (more than 300 occupants)

•

A single story basement is not included in the area calculations

•

Noncombustible, 2 hour rating construction sprinkled

•

180 feet maximum building height

•

Unlimited square footage : 3 levels

Atrium An atrium is a roofed, occupied opening through three or more floor levels other than those provide ed for exit stairways, elevator hoist ways, escalators, shafts, and the like.

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EGRESS/ADA/CODE 2 ISOLATED EGRESS STAIRS

13 EXITS TO THE OUTSIDE

CODE REQUIRES FOR WATER CLOSET IN MUSEUMS, 1 FOR 125 MALE VISITORS AND 1 FOR 65 FEMALE VISITORS RESULTING IN A TOTAL OF 23 FOR MEN AND 48 FOR FEMALES CODE REQUIRES 8 ADA PERKING SPACES ACCORDING TO THE TOTAL AMOUNT OF 364 REGULAR PARKING SPACES.

ADA PARKING RESTROOMS RESTROOMS EGRESS STAIRS EMERGENCY EXITS

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International Building Code Atriums constructed under the requirements of the International Building Code must conform to the following: • A building containing an atrium must be sprinklered throughout, except that areas adjacent to or above the atrium need not be sprinklered if separated from the atrium by a 2-hour rated assembly.

• Atrium floor areas must be used for low-fire-hazard uses only, unless the atrium floor areas them- selves are sprinklered.

• An atrium must be provided with a mechanical smoke control system designed to protect occupants from smoke and toxic gases during a fire emergency.

• In general, an atrium must be separated from adjacent spaces by 1-hour rated assemblies. Up to three adjacent floors may be open to an atrium, provided that the combined area of the atrium and open floors is included in the design of the required smoke control system. Walls separating atriums from adjacent spaces may also include windows or be constructed of glass, provided that the glass is protected by an automatic sprinkler system that will completely wet the surface of the glass when activated.

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EGRESS/ADA/CODE

LEVEL 1

LEVEL 2

LEVEL 3 ADA PARKING RESTROOMS RESTROOMS EGRESS STAIRS EMERGENCY EXITS

SECTION SUMMER SUN 90

WINTER SUN 48 INTERIOR WALLS THICKNESS= 1’

FLOORS AND ROOF THICKNESS= 2’

EXTERIOR WALLS THICKNESS= 2’

63’

LONGITUDINAL SECTION

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AXON 40% OF THE WIND

N

E

W

S

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The following elevation sketches demonstrate the preliminary location of the fenestrations. The windows react to the function of the space and the views

SOUTH ELEVATION

from the site. The folding element acts as a shading structure and as an iconic element to the site. This element reacts to both the concept of gravity and the need for shade in the windows.

NORTH ELEVATION

WEST ELEVATION

EAST ELEVATION 106

GEOMETRIC

SIMPLE

KINETIC

TEXTURED

ORGANIC

The shading element that surrounds the building, the “Fibonacci facade� can be composed of any lightweight material. The selected material is discussed in the final design chapter, however the following are some options considered for the skin of the element.

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MASSING SITE MODEL

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SHADING SYSTEM -RESPONDING TO THE CONCEPT OF GRAVITY -PROTECTING FROM THE SUN IN EAST AND WEST FACADES -BECOMES AN ICONIC ELEMENT THAT DIFFERENTIATES THE BUILDING

VOLUME -RESPONDING TO THE HISTORIC FOOTPRINT ON THE SITE -PROTECTING FROM THE HOT AND HUMID WEATHER -FOLLOWING SAME CONSTRUCTION METHOD OF CONTEXT, CONCRETE CONSTRUCTION

MASSING - ARCHITECTURE THAT RELATES TO THE SITE AND STANDS OUT AT THE SAME TIME -REFLECTS THE CONCEPT AND FUNCTION -RESPECTS THE CLIMATE AND TOPOGRAPHY OF THE SITE

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EXTERIOR PERSPECTIVES

MAIN PEDESTRIAN ENTRY

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PROSPECT FROM ESMERALDA AVENUE ACROSS THE HIGHWAY

PROSPECT FROM MUSEUM OF SPORTS

VIEW FROM THE HIGHWAY 20

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INTERIOR PERSPECTIVES

VIEW FROM THE LOBBY

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VIEW OF ATRIUM FROM FIRST LEVEL

VIEW OF ATRIUM FROM THE SECOND LEVEL

VIEW OF ATRIUM FROM THE THIRD LEVEL

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The atrium is the center of gravity in the building. The elements attracted to this point are the viewpoints of the visitors, the circulation of the people and the axis of the site. Many points of circulation, views and architectural elements are connected at this point in space. Through time the atrium changes colors and this changes are reflected in the shadows in the atrium volume. The atrium contains the “Journey of Knowledge�, the ramping system that direct the visitors through the exhibition spaces and the tensegrity structure. The exhibitions escalate in difficulty throughout the journey of knowledge, culminating in the gallery of reflection, where the visitor would reflect about the experience of the museum and how to apply it to life.

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6 FINAL DESIGN

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FINAL DESIGN

::SITE PLAN

The following chapter includes the final design solutions of the Educational Museum of Mathematics and Physics. Some of the final decisions present in the chapter are the final spacial arrangement, final detailed plans, section models with the environmental response factors and detailed structural section. The museum presented many opportunities for design solutions, like approaching the north edge of the site with the cafe entrance to engage the bus stops as well as providing the cafe with it’s own entrance. A another opportunity was the use of the roof as an additional educational space, by providing a habitable green roof with pv panels the roof is activated providing alternative spaces for learning about solar energy and green roof systems. The museum is place that creates educational opportunities everywhere like the experience of the atrium, the resources of the library and the green roof system. Educating the visitor and celebrating the learning experience is the main foundation of the museum.

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ESMERALDA AVE.

HIGHWAY 2

0

CALLE D

ESMERALDA AVE.

SITE MODEL A.

LOS JARDINES SHOPPING CENTER

B.

GUAYNABO MEMORIAL BUILDING

2 LEVELS

G. 120

SUPER MAX SUPERMARKET 3 LEVELS

C.

THE SITE “LA GRANA”

2 LEVELS

3 LEVELS

D.

OLYMPIC SCULPTURE ESMERALDA AVENUE

:: CONTEXT

E.

BOY SCOUTS OF AMERICA AND MUSEUM OF SPORTS

F.

PUMA GAS STATION

I.

PLAZA GUAYNABO SHOPPING CENTER

1 LEVEL

2 LEVELS

MAX STORE H. OFFICE 1 LEVEL

1 LEVEL

H. ST

G.

RE

ET

D

I. F. C.

E. E

NU

E

LD

RA

E SM

VE AA

D.

B. A. E

NU

E

LD

RA

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HI

GH

W

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20

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SITE MODEL

PEDESTRIAN PROSPECT OF THE BUILDING FROM ESMERALDA AVENUE

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:: PROSPECTS

PEDESTRIAN PROSPECT OF THE BUILDING FROM ACROSS THE HIGHWAY 20

VEHICULAR PROSPECT OF THE BUILDING FROM HIGHWAY 20 NORTH

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SITE MODEL

:: PROMENADES

PEDESTRIAN APPROACH TO THE BUILDING FROM THE SPORTS MUSEUM ACROSS THE STREET PEDESTRIAN APPROACH TO THE BUILDING FROM ESMERALDA AVENUE

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VEHICULAR APPROACH TO THE BUILDING FROM HIGHWAY 20

PEDESTRIAN VEHICULAR

125

SITE MODEL

:: THRESHOLDS

SECONDARY ENTRANCE FOR PEDESTRIANS ON THE SOUTH END OF THE SITE MAIN ENTRY TO THE SITE FOR BOTH PEDESTRIANS AND VEHICLES AT THE NORTH EAST CORNER

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PEDESTRIAN ENTRY FOR THE CAFE IN THE NORTH OF THE SITE

ENTRIES 10’ WALL BOUNDARY

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ELEVATIONS

EAST ELEVATION

WEST ELEVATION

128

NORTH ELEVATION

SOUTH ELEVATION

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ELEVATIONS

EAST ELEVATION

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:: FIBONACCI FACADE

NORTH ELEVA

ATION

55’ 34’ 21’ 13’ 0’

WEST ELEVATION

The design of the exterior structure was inspired by the Fibonacci Sequence. The high points of this shading element are based on the Fibonacci numbers and whenever the structure meets the ground it is framing an entry point to the building.

Fibonacci Sequence :: 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, 377, 610, 987

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PLANS LEVEL 1

A. B. C. D. E. F. G. H. I. J.

MAIN ENTRY CAFE GIFT SHOP OFFICE STORAGE LIBRARY LIBRARY COURTYARD PLAYGROUND GALLERIES STAFF LOUNGE SITE ENTRIES EGRESS ADA STALLS MECHANICAL ROOM JANITORIAL CLOSET

H

D

C

H

D

B

i

E A

J

i F

LEVEL 2

LEVEL 3

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A. B. C. D. E. F.

SCHOOL STORAGE OFFICES LIBRARY COMPUTER ROOM GALLERIES

A. B. C. D.

GALLERIES STORAGE OFFICES CONFERENCE ROOM

D

LEVEL 1

G

A

F

B B

A

C

D

E

C

D

A

LEVEL 2

LEVEL 3

133

DIAGRAMS::

ENCLOSURE

134

FLOORS

VERTICAL CIRCULATION

LOAD BEARING WALLS

STRUCTURAL COLUMNS

PARTITIONS

135

SECTION MODELS THERMAL MASS

THE USE THICK CONCRETE WALLS STORES THE HEAT AND KEEPS THE INTERIOR SPACES IN TEMPERATURE EQUILIBRIUM

LONGITUDINAL SECTION

136

CROSS VENTILATION

THE FENESTRATIONS IN THE NORTH AND SOUTH ALLOW FOR THE OPPORTUNITY FOR CROSS VENTILATION

PV PANELS

STACK COOLING

THE USE OF# PV PANELS TAKE ADVANTAGE OF THE INTENSE SUN IN THE ISLAND AND CREATES A GREEN ENERGY LEARNING OPPORTUNITY

THE OPERABLE WINDOWS IN THE TOP OF THE ATRIUM ALLOW FOR THE HEAT TO BE RELEASED FROM THE BUILDING

GREEN ROOF

THE ACCESSIBLE GREEN ROOF CREATE ALTERNATIVE EDUCATIONAL SPACES AND LIMIT THE HEAT GAIN FROM THE ROOF

TRANSVERSE SECTION

137

WALL SECTION A.

B.

C.

138

A. PARAPETH DETAIL

B. SPANDREL DETAIL

C. FOUNDATION DETAIL

139

CIRC CIR CIRCU IRCULA RCULA ULA A STAFF CIRCULATION VISITOR CIRCULATION STAFF ENTRY VISITORS’ ENTRANCES

LEVEL 1

140

LEVEL 2

LEVEL 3 141

ATRIUM The visitor activates the concept of “Gravity” by “orbiting” around the tensegrity structure which represents space and the point of gravity in the museum. the movement around the sphere is a result of the main vertical circulation of the building, the ramping system inside the atrium.

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:: CONCEPT

ATRIUM

:: TENSEGRITY

Structural Principle based on the use of isolated components in compression inside a net of continuous tension, in such a way that the compressed members ( usually bars or struts) do not touch each other and the prestressed tensioned members (usually cables or tendons) deliniate the system spatially.

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ATR A AT T TRIUM TR RIU UM M

144

:: VI VIEW WS

145

146

147

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The Educational Museum of Mathematics and Physics will reinforce the public school system by providing a place where students would visit every year to learn new lessons in math and physics in different ways than in school. Some alternate ways of learning are by interacting with the exhibitions, these are in the gallery spaces throughout the entire museum and they increase in difficulty with each level. Another way of learning in the museum is trough the school located in the second level where after school tutoring would be available for students enrolled in the public school system, there is also opportunity for weekend classes and night classes for adults. A third way of learning is by exploring through the library. The library provides students with ample spaces for studying, a wide variety of books available for the public and a computer lab with 60 units available for students.

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The current disadvantage that the students in the public school system is unfair and must be rectified. This thesis proposes to instead of replacing the existing falling public schools in Puerto Rico, which are 90% of the schools, to alleviate the education by complementing the system with a more creative, independent and broad center of education, the museum of mathematics and physics. The success of the museum is based on the fact that the education is democratized, therefore giving the public the option to learn in a different way, through exhibitions, and providing them with the resources to learn about the foundations of logic, mathematics. Following the maximum allowed occupancy in the site, which is 11,000 visitors in a day, according to the current number of students in the public school system, it would take 60 days for the entire student population to visit the museum.

It can be predicted that the museum would have tremendous results in the education statistics even after a decade.

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