Senior Capstone Process Book

Escuela de Creativas Ciencias



All the best ideas come out of the process; they come out of the work itself. Things occur to you. If you’re sitting around trying to dream up a great art idea, you can sit there a long time before anything happens. But if you just get to work, something will occur to you and something else will occur to you and something else that you reject will push you in another direction.

“

”

Chuck Close

Volume 3:Summer 2012

Table of ContentsColor & Image Strategy................................................................................................................................................

Charette......................................................................................................................................................................

Parti & Concept...................................................................................................... ........................................

Floor Plans.....................................................................................................................................................

Section & Elevation.........................................................................................................................................

Midreview...................................................................................................................................................................

Curriculum.....................................................................................................................................................

Mission & Vision.............................................................................................................................................

Space Planning...............................................................................................................................................

The Ideal Classroom........................................................................................................................................

Floor Plans.....................................................................................................................................................

Final...........................................................................................................................................................................

Environmental Issues.......................................................................................................................................

Section...........................................................................................................................................................

Infographics................................................................................................................................................................

Floor Plans..................................................................................................................................................................

Renderings.................................................................................................................................................................

01

03

03

04

06

08

08

09

10

11

12

14

14

15

16

17

19

Table of Contents

01 May/June 2012Color & Image Strategy

02 May/June 2012Color & Image Strategy

This parti used the basic body parts of an artery and a heart to help organize spaces in the school. The artery of the school was composed of the circulation space, which led the students to the heart of the building. This heart is the central meeting space of the school, where social interaction and group learning can take place.

June 201203 Parti & ConceptCharette

1st floor

Spatial planning in this charette was focused on the parti concept of the artery and the heart. On the first floor, the interactive core was flanked by four classrooms. Staff and admin spaces were clustered in a new building area between the two existing buildings on campus. The library is located at the end of the admin and staff wing, allowing students access from the library to the courtyard. On the second floor, the science lab was the central space, with another four classrooms around it. A small computer lab at the end of the hallway is available for all students to use.

June 2012Floor Plans04 Charette

2nd floor


Floor Plans June 201205 Charette

This elevation depicts a wall in the interactive core of the building. The logo is predominately featured on the wall. On the right side of the elevation, an example of an interactive display is shown. In this displaly, a soccer cleat moves and kicks the soccer ball, which in turn travels on a track and turns gears, lifting a weight and filling a container with water.

June 201206 ElevationCharette

The longitudinal section shows how the spaces stack on top of one another. In the staff and admin wing, ceiling heights are taller than that in the main space due to the wing being only a single story. It is also evident in the section that the interactive core is the heart of the school.

June 201207 SectionCharette

BLOOM S TAXONOMY

CULTURE

MULTI-AGE

COLOR

SCIENCE

CONSTRUCTIVIST

TECHNOLOGY

BLOOM'S TAXONOMY

After the charette, it became imperative that I hone in on the curriculum in my school. I wanted the school to focus on science and technology, as those are two areas Costa Rican schools are currently behind on. I also wanted to focus the design on the pura vida culture of Costa Rica, creating vibrant spaces that are reflective of the colors in Costa Rica. In terms of classroom set-up, a multi-age classroom would allow for a child-centric curriculum, focusing on the process of learning, as opposed to simply following along to a standardized version of teaching. Multi-age classrooms look to constructivist thinking for success. Constructivisit thinking means children construct their own meaning and own theories through investigating and interacting with an environment. Lastly, the school will focus on Bloom’s Taxonomy, a classificiation of learning and educational objectives.

08 July 2012CurriculumMidreview

MissionLa Escuela de Ciencias Creativas is a focus option public school in San José, Costa Rica. The school will promote, stimulate, and encourage students by providing a hands-on and interactive educational experience. At ECC, we strive to foster discovery type learning, by allowing students to interact with the physical world and their peers. By focusing on the creative sciences and technology, ECC will cultivate students who are independent, creative, and problem solvers, ready for the constant evolution of the globalization of the economy.

As science and technology take a larger presence in the global economy and as larger companies move offices to Costa Ric, it is pertinent that at ECC, we give students the necessary tools to excel in these intense labor and market demands. At ECC, we use a multiage educational system integrated with constructivist learning strategies to create a child-centric environment. These strategies provide children with multi-dimensional skills that prepare them to excel in future studies and well into adulthood.

Vision

09 July 2012Mission & visionMidreview

After the doing the design charette, there seemed to be a disconnect between my parti and the curriculum of my school. The curriculum had seven parts, each of which combined to make Escuela de Ciencias Creativas. Additionally, I thought back to when I was in elementary school. I remember using tangrams nearly every day in kindergarden and first grade. Pieces could be moved and reassembled, making new shapes and patterns. I looked to tangrams as a basis for my school, in terms of both branding and spatial planning. Designating each shape as part of the ideal classroom, I began arranging the pieces, trying to spatially figure out what worked best as an ideal classroom. After doing many iterations, I settled upon the last shape shown above as a model for the ideal classroom.

10 June/July 2012Space PlanningMidreview

FOOTPRINT

1,572ft2 | 146m2

MESSY LAB

ACTIVE SPACE

LIBRARYFLEXIBLE LEARNING

263.5ft2 | 24.5m2 263.5ft2 | 24.5m2

263.5ft2 | 24.5m2

132ft2 | 12m2

377ft2 | 35m2

140ft2 | 13m2

132ft2 | 12m2

MEDIA ZONE

GREENHOUSE/SUSTAINABILITY

TEACHER ZONE

The ideal classroom will be have ample space to foster discovery type learning by providing stimulating, hands-on, and interactive learning spaces. Students move amongst activity stations, from the technology station to a greenhouse maintained by classmates. Other activity stations include a library and personal reading nooks, a messy zone for anything from art projects to science experiments, and an active zone for building, doing, and creating. Moveable desks will allow for flexibility in the traditional learning zone, responding to changes in activities or group projects. The educator will have a space with views to the exterior courtyard while still maintaining views of the children while they work. Each activity station includes designated storage to maintain organization and a clean aesthetic throughout each space.

11 June/July 2012Ideal ClassroomMidreview

1st floor

k/1 classroom

2/3 classroom

4/5 classroom

6 classroom

doors open to the courtyard but cannot re-enter the classroom through these doors

gymnasium provides space for exhibitions, recreation, and a general meeting space

ENTRY

a change in flooring materiality delineates different activity zones

additional lunch seating can be found in the exterior courtyard

stackable, moveable tables allow for a variety of messy activities; flooring will be easily cleanable & hose-able

active zone allows children to build, create, and explore

“poche” areas house miniature alcoves and nooks for children to relax or read a greenhouse/sustainability

station provides children with an additional learning experience

CAFEGYMNASIUM

STAFF RR

CUSTODIAL

MEN’S RR

WOMEN’S RR

STAFFPRINCIPALVICE PRINCIPALRECEPTION

N 2m

5m

10m


Floor Plans12 July 2012Midreview

2nd floor

school library houses more volumes and more study space than the individual classroom spaces

the small footprint of the second floor allows for more efficient passive cooling

lab features a variety of tech items, such as computers, iPads, and linguistic training stations

N 2m

5m

10m

LIBRARYTECHNOLOGY

LAB


Floor Plans13 July 2012Midreview

Section showing passive strategies that help the building be more eco-friendly.

Final

lightshelf: helps to bring more light into the space, especially during the rainy season

trade winds, “alisos,” blow from E to W

heat will rise and escape through the open air windowsH

2O catchment: good

with metal roof because wood & other pourous materials tend to grow mold

sunshades: control heat and light into the building

Wto courtyard10m2m

5m

14 July/August 2012Environmental IssuesFinal

W10m2m

5m

Final E-W section showing how the new design is retrofitted into the old building shell.

15 July/August 2012E-W SectionFinal

Infographic showing climatic and precipitation data & general info about Costa Rica.

GUANACASTE HEREDIA

SAN JOSÉLIMÓN

ALAJUELA

CARTAGO

Costa Rica Population

San Pedro Population

San José Providence Population under 15

San José Providence Population

Ohio Population

Capital of Costa Rica: San José

School Site: San Pedro; 7km E of San José

4,301,712

27,477

525,353 1,658,075

11,536,504

2011

JANUARY

JANUARY

83°

4

83°

22

82°

26

82°

26

82°

19

82°

9

84°

2

86°

4

86°

8

84°

21

83°

23

83°

22

28°

28° 28° 28° 28° 28°

29° 30° 30° 29° 28°

28°

65°

---

65°

191.9

64°

239.5

65°

290.3

65°

137.1

65°

44.0

65°

---

65°

---

66°

45.1

66°

169.6

66°

206.4

66°

140.7

18°

18° 18° 18° 18° 18°

18° 18° 19° 19° 19°

19°

FEBURARY

FEBURARY

MARCH

MARCH

APRIL

APRIL

MAY

MAY

JUNE

JUNE

JULY

JULY

AUGUST

AUGUST

SEPTEMBER

SEPTEMBER

OCTOBER

OCTOBER

NOVEMBER

NOVEMBER

DECEMBER

DECEMBER

rainy season

average rainfall days

dry season vacation/break

precipitation in mm

*

* *

16 July/August 2012InfographicsFinal

10m2m

5m

N

k/1 classroom

2/3classroom

4/5 classroom 6 classroom

GYMNASIUM

MEN’S RR

WOMEN’S RR

1st floor

10m2m

5m

N

MEN’S RR

WOMEN’S RR

CAFESTAFF RR

STAFF

PRINCIPAL

VICE PRINCIPAL

RECEPTION

ENTRY

1st floor

The first floor builds upon the idea of the tangram. Each classroom is modeled after the tangram ideal classroom, but each classroom possesses a slightly modified layout. In this iteration, the interactive area would be in the lobby and throughout circulation spaces in the building. On the second level, a technology lab and the library can be found.

17 July/August 2012Floor PlansFinal

The first floor builds upon the idea of the tangram. Each classroom is modeled after the tangram ideal classroom, but each classroom possesses a slightly modified layout. In this iteration, the interactive area would be in the lobby and throughout circulation spaces in the building. On the second level, a technology lab and the library can be found.

technology lab

library

2nd floor

18 July/August 2012Floor PlansFinal

LEER

E CCINTERACCIÓN

EXPLORACIÓN

DESCRUBIMIENTO

This rendering shows the classroom library. One of my design elements is to activate the poche of my floor plan. Small reading niches will be intruded into the poche. Within this poche, colors from the branding palette add vibrancy to the classroom.

19 Renderings July/August 2012Final

This rendering shows the exterior courtyard and an extruded greenhouse. In order to make the building more functional and have aspects of the space that make the building a living, working and educational tool for the children, each classroom features its own greenhouse.

20 Renderings July/August 2012Final

Volume 4:Logo Design

Table of ContentsCharette......................................................................................................................................................................

Midreview...................................................................................................................................................................

Exploration..................................................................................................................................................................

Color Palette...............................................................................................................................................................

Schematic...................................................................................................................................................................

Design Development....................................................................................................................................................

Final...........................................................................................................................................................................

23

24

25

26

27

28

29

22 Table of Contents

The school logo uses the idea of science and technology as a motif. The central “c” has a gear edge, reflecting the presence of technology in the curriculum. The full name of the school would be written below the acronym.

June 201223 CharetteLogo Studies

RGB 17 170 145CMYK 78 8 54 0

RGB 102 202 215CMYK 55 0 16 0

RGB 245 235 30CMYK 7 0 95 0

RGB 130 53 90CMYK 44 89 42 21

RGB 243 115 33CMYK 0 68 100 0

RGB 167 169 172CMYK 0 0 0 40

RGB 128 130 133CMYK 0 0 0 60

ECC

The school logo uses the concept of the tangram as a basis for its design. Its colors were dervied from Costa Rican images.

24 July 2012MidreviewLogo Studies

ECC

ECC

ECC

ECC

ECC

ECCECC ECC

ECCECC

ECCECC

ECCECC

The logo design originated from the seven aspects of ECC, the tangram. Originally the tangram idea was used for space planning, but as time progressed, it became more clear that the tangram was symbolic of ECC and its essence, thus needing to be translated into ECC’s brand identity and logo.

25 December 2012ExplorationLogo Studies

The updated ECC color palette.

PMS: 1585 C

CMYK: 0 72 98 0

RGB: 255 108 12

PALETTE BPALETTE A

PMS: Cool Gray 6 C

CMYK: 35 29 28 0

RGB: 169 168 169

PMS: Cool Gray 9 C

CMYK: 55 47 44 10

RGB: 119 119 122

PMS: 7648 C

CMYK: 36 100 34 8

RGB: 158 28 100

PMS: 7648 C

CMYK: 61 2 8 0

RGB: 78 193 224

PMS: 3268 C

CMYK: 90 3 58 0

RGB: 0 169 143

PMS: 803 C

CMYK: 0 5 97 0

RGB: 255 233 0

26 January 2013Color PaletteLogo Studies

ECCECC

ECCECC

ECC escuela de creativas ciencias

Continued logo development focused on setting the new color palette for ECC. After realizing the original color palette seemed a little dull and didn’t feature any colors with easily corresponding Pantones, I further explored the logo with the new color palette.

27 January 2013SchematicLogo Studies

Continued logo development. After experimenting with the tagline to the right of the logo mark, I decided the tagline looked much more appropriate below the logo mark. The fullly saturated tangram represents the seven aspects of the ECC curriculum. The three lighter tangrams represent the three brand qualities of ECC: Discovery, Exploration, and Interaction. I also experimented with typefaces in these iterations.

escuela de creativas ciencias



ESCUELA DE CREATIVAS CIENCIAS

ESCUELA DE CREATIVAS CIENCIAS

28 February 2013Design DevelopmentLogo Studies

Final logo lock-up for Escuela de Creativas Ciencias. A white, knocked out logo may also appear on an image, texture, or photograph so long as the logo maintains its legibility.





29 March 2013FinalLogo Studies

Volume 5:Winter 2013

Schematic..................................................................................................................................................................

Floor Plans.....................................................................................................................................................

Ideal Classroom..............................................................................................................................................

Graphics........................................................................................................................................................

Renderings.....................................................................................................................................................

Design Development....................................................................................................................................................

Axon..............................................................................................................................................................

Environmental Issues.......................................................................................................................................

Floor Plans.....................................................................................................................................................

Ideal Classroom..............................................................................................................................................

Interactive Spaces..........................................................................................................................................

Interactive Sketches.......................................................................................................................................

Interactive Graphics........................................................................................................................................

Renderings.....................................................................................................................................................

Table of Contents32

32

34

36

39

42

42

43

44

46

49

50

54

55


1ST FLOOR

Schematic Design

1m 5m

2m

3/4 CLASSROOM 5/6 CLASSROOM1/2 CLASSROOMSECRETARY

VICE PRINCIPAL

PRINCIPAL

CUSTODIAL

STAFF ROOM

WOMEN RRMEN RRN

FIrst floor space planning based on the ideal classroom concept. Each classroom has is lcoated along the courtyard side of the building, helping to further connect the interior and the exterior. The oversized circulation space makes room for interactive spaces and exhibits, transforming the circulation space into learning environments for the schoolchildren.

Floor Plans32 Schematic January 2013

2ND FLOOR

1m

open to below

5m

2m

LIBRARY

TECHNOLOGY LAB

N

Second floor space planning includes a technology lab and library for the students. These common spaces are housed on the second floor to distinguish from the library and computer space in each classroom.

Floor Plans33 Schematic January 2013

5m1m

2m

TYPICAL SCIENCE/EXPERIMENT

The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. Desks are arranged in pods around the room, but can be broken up into multiple configurations, as seen in the following iterations. Each room also features a designated teacher workspace, a library, and six computer workstations. The science/experiment configuration allows desks to gang together to form long workspaces, ideal for messy science experiments. Chairs on casters can be pushed aside if needed, and the children can stand near their desks.

34 Schematic January 2013Ideal Classroom

5m1m

2m

SOCIAL STUDIES, READING, DISCUSSIONLANGUAGE,ENGLISH, SPANISH

The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The language, English, and Spanish configuration allows desks to nest against the wall, allowing children to spread out in the room or sit at one of the remaining desks. Oversized blocks can be removed from the control center and can be used for spelling and additional learning games. In the social studies, reading, and discussion configuration, cubes can be removed from the control center and used for to form cluster seating around the library area.

35 Schematic January 2013Ideal Classroom

Graphic wayfinding element based on the transformation and growth of a butterfly. From the caterpillar stages (Oruga), to the pupa (Crisálida), to the butterfly (Mariposa), each classroom is labeled based on grade level. Each wayfinding pattern would lead students to the vestibule of their classroom, where they are met with a large floor graphic. This floor graphic resembles a scentific element of their classroom identification.

2

CrisálidaCr3 4&

2

CrisálidaCr3 4&

3

MariposaMp

4 6&

3

MariposaMp

5 6&

1

OrugaOg

1 2&

1

OrugaOg

1 2&

36 Schematic January 2013Graphics

ecc huella de carbonoEn 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?

Consulte las estadísticas de abajo y aprender cómo se puede reducir la huella de carbono de la ECC.

CONSUMO AGUA

Diario

Semanal

Diario

Semanal

Diario

Semanal

Diario

Semanal

Diario

Semanal

ENERGÍA EÓLICA ENERGÍA SOLAREN SITIO DE LA COMIDACONSUMO ELÉCTRICO

GAL L

GAL L

kWh kW

kWh kW

ESPECIALES DEL DÍA

% CRECIDO

% CRECIDO

% ENTREGADO

kWh kW

kWh kW

kWh kW

kWh kW

Graphic elevation of classroom vestibule. The graphic depicts an interactive wall where children can see ECC’s carbon footprint and how it stacks up against the national average.


Graphic wayfinding element located near the entry to ECC. Alluding to the periodic table, this graphic gives each room a symbol and arrows direct the user to their desired space.

1

OrugaOg

1 & 2

2

CrisálidaCr3 & 4

3

MariposaMp

5 & 6Prprincipal

Pfsala profesor

Paprincipal asistente

Scsecretario

Bñlos baños

Cfcafetería

Gmgimnasio

Bbbiblioteca

Lclaboratorio de computación



Perspective showing the main lobby of ECC. The periodic table wayfinding graphic is the first thing people will see, directing them to their desired location.

39 Schematic January 2013Renderings

Perspective showing the classroom vestible. Here, children are seen interacting with the carbon footprint wall near the doorway of their classroom. Outside the vestible, children are seen following the floor graphic to their respected classroom.

40 Schematic Renderings January 2013

Perspective showing the control/command center in the classroom. The center features cubbies and hooks for additional storage, cubes which can be pulled out and moved around the room to act as additional seating, and oversized letter blocks that can be used for language arts activities.

41 Schematic Renderings January 2013

Axonometric drawing showing the individual classrooms (outlined in blue) and the greenhouses (outlined in green) and how the volumes are inserted into the shell of the building. These volumes, for ease of environmental considerations and noise reduction, are separated from the shell.

42 Feburary 2013AxonometricDesign Development

lightshelf: helps to bring more light into the space--especially during the rainy season

trade winds, “alisos,” blow from E to W

heat will rise and escape through the open air windows

H2O catchment: good with metal roof because wood & other pourous materials tend to grow mold

sunshades: control heat and light into the building

wind energy collected from E-W trade winds trade winds

W Eto courtyard

43 Environmental IssuesDesign Development Feburary 2013

1m 5m

2m

FIrst floor space planning based on the ideal classroom concept. Each classroom has is lcoated along the courtyard side of the building, helping to further connect the interior and the exterior. The oversized circulation space makes room for interactive spaces and exhibits, transforming the circulation space into learning environments for the schoolchildren. Material considerations are beginning to be shown in this floor plan. All classroom floors will be made of teak wood, locally grown and harested in Costa Rica. All furniture within the rooms will be made from melina wood, also grown and harvested in Costa Rica. Spanish tile flooring will be used in the “wet lab” area of the classroom, near the sinks

Floor Plans February 201344 Design Development

1m 5m

2m

Second floor space planning includes a technology lab and library for the students. These common spaces are housed on the second floor to distinguish from the library and computer space in each classroom. Materials include teak flooring and desks made from melina, both local woods in Costa Rica.

Floor Plans45 February 2013Design Development

9:00A: SIMPLE MACHINES 10:00A: READING

The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 9:00am, a simple machines activity has the students gathered around the control center. Desks have been broken up to allow for such configuration. At 10:00am, the students remove the cubes from the control center and move to the library area for reading time with their teacher.

46 Feburary 2013Ideal ClassroomDesign Development

The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 11:00am, children either gather around the control center or pair up at the comptuer workstations to work on designated technology activities. By 1:00pm, desks can be broken done and move apart for a testing situation.

1:00P: TESTING11:00A: TECHNOLOGY

47 February 2013Ideal ClassroomDesign Development

1:45P: EXPERIMENT

The ideal classroom is one of the main components of ECC. The ideal classroom is dynamic, moveable, and adapts to the needs and wants of the children. The typical classroom features a control/command center which acts as a central, facilitator of activities in the classrom. At 1:45pm, children prepare for a science experiment by moving their desks together, creating a long workspace for the often-messy science experiments.

48 February 2013Ideal ClassroomDesign Development

MATTER & ENERGY

Sponsored by : Globeleq Mesoamerica Energy (GME)

Sponsored by : Ad Astra Rocket Company

Sponsored by : CIMA San Jose (Centro Internacional de Medicina)

Sponsored by : CATIE (Centro Agronómico Tropical de Investigación y Enseñanza/ Tropical Agricultural Research and Higher Education)

HUMAN BODY

SUSTAINABLE & HEALTHY EATING

EARTH, UNIVERSE, & SPACE

ECC features four interactive areas: (1) Matter & Energy; (2) Earth, Universe, & Space; (3) Human Body; and (4) Sustainable & Healthy Eating. The first three interactive areas are derived from educational standards produced by Costa Rica’s Ministry of Education (MEP). In order to help fund the exhibit and interactive spaces, each area has a local sponor.

June 201249 Interactive SpacesDesign Development

Sketches showing an interactive space in the Human Body area. This exhibit resembles a life-size game of Operation. and will allow students to explore parts of the human body.

50 February/March 2013Interactive SketchesDesign Development

Sketch showing an interactive space in the Matter & Energy area. This exhibit helps students to learn about the school’s water catchment system. A cut-out in the exterior wall will allow students to be able to view the catchment system and a floor cut out will allow students to see where the water goes once it is caught in the system. This exhibit also features two iPads with seating, allowing students to learn more about the system.


Sketch showing an interactive space in the Earth, Univers, & Space exhibit area. In this exhibit, a replica of a space shuttle will allow students to experience what traveling in space is really like. In the space shuttle, students can navigate around the universe, exploring moons, other planets, the Earth, and stars.


Sketches of signage options for the interactive spaces. Since each interactive area has a theme and a sponsor company, the signage should reflect these needs.


TYPICAL SIGNAGE

EXHIBIT THEME ICONS

En 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?

Lorem ipsum dolor sit amet, consectetur adipiscing elit. Vestibulum pharetra dictum leo nec adipiscing. Mauris elit arcu, sollicitudin sit amet posuere non, adipiscing eget augue. Fusce a erat et lacus vulputate pellentesque ut eget turpis. Suspendisse semper iaculis ultricies. Duis elit ipsum, placerat ut vehicula sit amet, lacinia nec sem. Aliquam nulla sem, lacinia non posuere vitae, accumsan nec diam. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Cras aliquam iaculis lectus sit amet egestas. Maecenas blandit sapien nec ante rhoncus porttitor. Sed sem odio, facilisis a euismod ac, pellentesque eget quam. Praesent mauris velit, ornare quis consequat non, tincidunt at ipsum. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Aenean tempus, augue ut vehicula cursus, nibh lacus molestie nibh, ut aliquet elit nisl sed mauris.

energía: la ruta al carbono neutral

Sponsored by:

Example of typical signage in an interative area. Each exhibit has a different theme and thus iconography was designed to reflect the individual areas.

54 Feburary/March 2013Interactive GraphicsDesign Development

Perspective showing an interactive space and a classroom vestibule. The interactive space shown is the life-size Operation game, part of the Human Body interactive area. Typical signage is shown on the wall behind the exhibit. In the classroom vestible area, a student checks out the carbon footprint interactive wall, allowing students to view ECC’s carbon footprint and how it compares to the national carbon footprint.

55 Feburary/March 2013RenderingsDesign Development

Perspective showing an interactive space in the Matter & Energy interactive space. This exhibit shows the water catchment system for the school, viewable through a window in the exterior wall. Students can also view where the water goes as it exits the system by means of a floor cut-out. This exhibit also features three iPads and seating areas, allowing students to learn more about sustainability and ECC’s water catchment system.

56 February/March 2013RenderingsDesign Development

Perspective showing an interactive space in the Matter & Energy interactive space. This exhibit shows the water catchment system for the school, viewable through a window in the exterior wall. Students can also view where the water goes as it exits the system by means of a floor cut-out. This exhibit also features three iPads and seating areas, allowing students to learn more about sustainability and ECC’s water catchment system.

57 February/March 2013RenderingsDesign Development

Volume 6:CDs

Table of ContentsConstruction Documents..............................................................................................................................................

1st Floor Demo Plan....................................................................................................................................................

2nd Floor Demo Plan...................................................................................................................................................

1st Floor Plan..............................................................................................................................................................

2nd Floor Plan.............................................................................................................................................................

1st Floor RCP..............................................................................................................................................................

2nd Floor RCP.............................................................................................................................................................

60

60

61

62

63

64

65


60 March/April 20131st Floor Demo PlanCDs

61 March/April 20132nd Floor Demo PlanCDs

62 March/April 20131st Floor PlanCDs

63 2nd Floor Plan March/April 2013CDs

64 1st Floor RCPCDs March/April 2013

65 2nd Floor PlanCDs March/April 2013

Volume 7:Physical Model

Table of ContentsScale FIgures..............................................................................................................................................................

Laser Etching..............................................................................................................................................................

Pieces........................................................................................................................................................................

Cut-Outs........................................................................................................................................................

Logo..............................................................................................................................................................

Entry..............................................................................................................................................................

Explorar Espacio.............................................................................................................................................

Obras Cuerpo.................................................................................................................................................

Vestibule........................................................................................................................................................

Classroom................................................................................................................................................... ..

Final Model.................................................................................................................................................................

Overall Display.............................................................................................................................................................

68

69

69

70

71

72

73

75

76

77

78

81


Scale figures cut out from a 3/16” sheet of acrylic. Approximately 150 scale figures were cut in the Rapid Prototyping Center.

68 March 2013Scale FiguresPhysical Model

Plexi being cut and etched on the laser machine at BaserMatter. The plexi took around 36minutes to be cut and etched.

69 April 2013Laser EtchingPhysical Model

Wood sheet after being cut on the laser cutter at BaserMatter. The cut-out shapes shown are the trusses.

70 April 2013Pieces: Cut-OutsPhysical Model

Logo etched on wood. This logo appears on the base plan.

71 April 2013Pieces: LogoPhysical Model

View showing the logo wall, directly visible upon entering ECC, as well as the interactive space exhibit, showing the Costa Rica en Espacio (“Costa Rica in Space”) timeline.

72 April 2013Pieces: EntryPhysical Model

View showing the full Explorar Espacio (“Explore Space”) exhibit. This wall features a replica of Space Shuttle Endeavour flown in STS-111, a mission that included Costa Rican astronaut Franklin R. Chang-Diaz, a timeline showing Costa Rica en Espacio (“Costa Rica in Space”) featuring Astronaut Chang-Diaz, and an interactive Earth with iPad integration allows students to better understand the physical make up of the Earth’s surface and its place in our solar system.

73 April 2013Pieces: Explorar EspacioPhysical Model

View showing the Explorar Espacio (“Explore Space”) exhibit. This view is looking from the backside of the exhibit, looking forward toward the entry/exit of ECC.

74 April 2013Pieces: Explorar EspacioPhysical Model

View showing the Obras Cuerpo (“Body Works”) exhibit. Students dance, jump, or move, get their heart rate pumping, causing balls in the tubes to go between the heart on the adjacent wall and the tube. iPad monitors show students their heart rate and additional heart rate and bloody supply data.

75 April 2013Obras CuerpoPhysical Model

View showing the classroom vestibule. This space features an interactive wall feature allowing students to compare ECC’s Carbon Footprint with the national average. Also in this view, a floor graphic, Oruga (“Caterpillar”), shows that the classroom belongs to the 1st and 2nd graders.

76 April 2013Pieces: VestibulePhysical Model

View showing a classroom wall elevation. This elevation features the ECC logo and pin up space for students to display their work.

77 April 2013Pieces: Classroom Physical Model

78 Final Model April 2013Physical Model

79 April 2013Final ModelPhysical Model

80 April 2013Final ModelPhysical Model

81 April 2013Overall DisplayPhysical Model

Volume 7:Final

Table of ContentsInteractive Sketches....................................................................................................................................................Floor Plans................................................................................................................................................................. 1st Floor Plan................................................................................................................................................. 2nd Floor Plan................................................................................................................................................Axonometric................................................................................................................................................................Elevations................................................................................................................................................................... Elevation: Classroom....................................................................................................................................... Elevation: CO

2 Footprint...................................................................................................................................

Elevation: Body Exhibit..................................................................................................................................... Elevation: Space Exhibit...................................................................................................................................Linework Perspectives................................................................................................................................................. Exterior Entry.................................................................................................................................................. Interior Entry.................................................................................................................................................. Interactive: Human Body.................................................................................................................................. Classroom Vestibule........................................................................................................................................ Ideal Classroom.............................................................................................................................................. Greenhouses.................................................................................................................................................. Interactive: Space & Exit..................................................................................................................................Renderings................................................................................................................................................................ 1st Floor Rendered Plan 2nd Floor Rendered Plan Interior Entry Explorar Espacio & Obras Cuerpo Obras Cuerpo Explorar Espacio Ideal Classroom Axonometric

84878788899090919294959596979899102103104104105106107108109110114


Sketch showing a wall elevation in the Earth, Universe, and Science interactive area. This wall features the experiential space shuttle on the left, a timeline of Costa Rica and its space exploration, and an interactive globe exhibit on the right.

84 March 2013Interactive SketchesFinal

Sketch showing a wall elevation in the Human Body interactive area. In this space, children jump, move, or dance to “raise their heart rate,” and balls will be pumped through tubes to a gigantic replica of a heart located on the opposite side of the hallway.

85 March 2013Interactive SketchesFinal

Sketch showing new signage for the exhibit spaces. Headline text will follow brand standards and be Helvetica Neue LT Stnd, 57 Condensed, and body text will be Helvetica Neue LT Stnd, 47 Light Condensed. Co-branded logos will be featuresd at the bottom of each signage piece.

86 March 2013Interactive SKetchesFinal

First floor plan of ECC. The “fragment” portion of my design is denoted by the orange dotted line.

1m

2m

5m

1ft

2ft

5ft 20ft

10ft

N

87 April 20131st Floor PlanFinal

Second floor plan of ECC. The “fragment” portion of my design is denoted by the orange dotted line.

1m

2m

5m

1ft

2ft

5ft 20ft

10ft

N

88 April 20132nd Floor PlanFinal

Longitudinal section through ECC. This section shows the relationship of the classroom modules to the rest of the shell; the varying roof heights of the shell; and the relationship of the 2nd mezzanine level to the classroom modules and the rest of the shell of the building.

89 April 2013Axonometric Final

Interior elevation of a wall in the ideal classroom. This wall features the ECC logo as well as ample pin-up space for students to hang up and view their work.



90 April 2013Elevation: ClassroomFinal

ecc huella de carbonoEn 2020, Costa Rica será el país carbono neutral primera. ¿Cómo comparar ECC?

Consulte las estadísticas de abajo y aprender cómo se puede reducir la huella de carbono de la ECC.

CONSUMO AGUA

Diario

Semanal

Diario

Semanal

Diario

Semanal

Diario

Semanal

Diario

Semanal

ENERGÍA EÓLICA ENERGÍA SOLAREN SITIO DE LA COMIDACONSUMO ELÉCTRICO

GAL L

GAL L

kWh kW

kWh kW

ESPECIALES DEL DÍA

% CRECIDO

% CRECIDO

% ENTREGADO

kWh kW

kWh kW

kWh kW

kWh kW

Interior elevation in the classroom vestibule. This elevation depicts an interactive wall where children can see ECC’s carbon footprint and how it stacks up against the national average.

91 April 2013Elevation: CO2 FootprintFinal

Interior elevation showing an exhibition space outside the ideal classroom. This exhibit area, Obras Cuerpo (“Body Works”), features a life-size game of Operation, a chalkboard paint wall that allows children to write messages and doodle, and an interactive heart display connected to a nearby wall.

BRAScuerpo

ope raci On

BRAScuerpo

The Human Heart

STS-111 was a mission to the International Space Station (ISS) in 2002. It launched on 5 June 2002

from Kennedy Space Station in Florida, United States and landed on 19 June 2002. Crew members

included Costa Rican Franklin R. Chang-Diaz, Philippe Perrin, Paul S. Lockhart, and Kenneth D. Cockrell.


ope raci On

92 April 2013Elevation: Body ExhibitFinal

mo v e r

SAC U D I R SALTARbailar

ju gar

m ene ar

BRAScuerpo

Interior elevation showing an exhibition in Obras Cuerpo. This exhibition is connected to the heart on the opposite wall in the space. Students dance, jump, or move, get their heart rate pumping, causing balls in the tubes to go between the heart on the adjacent wall and the tube. iPad monitors show students their heart rate and additional heart rate and bloody supply data.

93 April 2013Elevation: Body ExhibitFinal

Replica of Space Shuttle Endeavour flown in STS-111

STS-111 was a mission to the International Space Station (ISS) in 2002. It launched on 5 June 2002

from Kennedy Space Station in Florida, United States and landed on 19 June 2002. Crew members

included Costa Rican Franklin R. Chang-Diaz, Philippe Perrin, Paul S. Lockhart, and Kenneth D. Cockrell.

Franklin R. Chang-Diaz and Philippe Perrin went on three spacewalks during this mission. The first

mission was to attach power and a data Grapple Fixture to P6 Truss on the ISS. The second was attach a

mobile base system to the Mobile Transporter. The third and final spacewalk was to replace the wrist

joint of Canadarm2. Each mission lasted between five and seven hours each.


19

89

19

94

19

98

STS-61C


Mission: SATCOM KU-1

Space Shuttle: Columbia

Launched: January 12, 1986, 6:55:00 a.m. EST

Landing Site: Edwards Air Force Base, Calif.

Landing: January 18, 1986, 5:58:51 a.m. PST

Mission Duration: 6 days, 2 hrs, 3 min, 51 sec

Returned to KSC: January 23, 1986

Miles Traveled: 2.5 million

STS-61C Crew:

Commander Robert L. Gibson

Pilot Charles F. Bolden, Jr.,

Mission Specialist Franklin R. Chang-Diaz,

Mission Specialist Steven A. Hawley

Mission Specialist George D. Nelson

Payload Specialist Robert J. Cenker

Payload Specialist & Congressman Bill Nelson

The primary objective of the mission was to deploy the Satcom K1 communications satellite, second in a planned

series of geosynchronous satellites owned and operated by RCA Americom. Columbia also carried a large number

of small scientific experiments, including 13 Getaway Special (GAS) canisters devoted to investigations involving

the effect of microgravity on materials processing, seed germination, chemical reactions, egg hatching, astronomy,

atmospheric physics, and an experiment designed by Ellery Kurtz and Howard Wishnow of Vertical Horizons to

determine the effects of the space environment on fine arts materials and original oil paintings. Also carried was a

Materials Science Laboratory-2 structure for experiments involving liquid bubble suspension by sound waves,

melting and resolidification of metallic samples and container-less melting and solidification of electrically

conductive specimens. Another small experiment carrier located in the payload bay was the Hitchiker G-1 (HHG-1),

which carried three experiments to study film particles in the orbiter environment, test a new heat transfer system

and determine the effects of contamination and atomic oxygen on ultraviolet optics materials, respectively.

STS-34


Mission: Galileo; Shuttle Solar Backscatter Ultraviolet

Space Shuttle: Atlantis

Launched: October 18, 1989, 12:53:40 p.m. EDT

Landing Site: Edwards Air Force Base, Calif.

Landing: October 23, 1989, 9:33:01 a.m. PDT


Returned to KSC: October 29, 1989

Miles Traveled: 2 million

STS-34 Crew:

Commander Donald E. Williams

Pilot Michael J. McCulley

Mission Specialist Franklin R. Chang-Diaz

Mission Specialist Shannon W. Lucid

Mission Specialist Ellen S. Baker

The primary payload, the Project Galileo spacecraft with its attached Inertial Upper Stage (IUS), was successfully

deployed on its journey to Jupiter. STS-34 was only the second shuttle flight to deploy a planetary spacecraft, the

first being STS-30, which deployed the Magellan spacecraft. Galileo became the first spacecraft to orbit an outer

planet and to penetrate the atmosphere of an outer planet. Also, the spacecraft was scheduled to make the first

extended observations of the Jovian system and first direct sampling of Jupiter's atmosphere, as well as the first

asteroid flybys.

STS-60


Mission: WSF-1; SPACEHAB-2

Space Shuttle: Discovery

Launched: February 3, 1994, 7:10:00 a.m. EST

Landing Site: Kennedy Space Center, Florida

Landing: February 11, 1994, 2:19:22 p.m. EST



STS-60 Crew:

Commander Charles F. Bolden Jr.

Pilot Kenneth F. Reightler Jr.

Mission Specialist N. Jan Davis,

Mission Specialist Ronald M. Sega,


Mission Specialist Sergei K. Krikalev

STS-60 was the first mission of the US/Russian Shuttle-Mir Program, which carried Sergei K. Krikalev, the first

Russian cosmonaut to fly aboard a Space Shuttle. Crew also conducted first NASA-Russian Space Agency joint

in-flight medical and radiological investigations. Krikalev communicated with amateur radio operators in Moscow

using Shuttle Amateur Radio Experiment (SAREX) equipment.

Crew also deployed two payloads from Get Away Special canisters mounted on GAS bridge assembly in payload

bay: six Orbital Debris Radar Calibration Spheres (ODERACS) ranging in size from two to six inches (5-15

centimeters) to aid calibration of radar tracking systems worldwide, and University of Bremen's BREMSAT, which

measured conditions such as acceleration forces affecting satellite. Other payloads included Capillary Pumped

Loop Experiment (CAPL) mounted on top of GAS Bridge Assembly; three additional GAS experiments; and Auroral

Photography Experiment-Phase B (APE-B).

STS-46


Mission: TSS-1; EURECA Deploy

Space Shuttle: Atlantis

Launched: July 31, 1992, 9:56:48 a.m. EDT


Landing: August 8, 1992, 9:11:51 a.m. EDT



STS-46 Crew:

Commander Loren J. Shriver

Pilot Andrew M. Allen

Mission Specialist Jeffrey A. Hoffman


Mission Specialist Claude Nicollier

Mission Specialist Marsha S. Ivins

Payload Specialist Franco Malerba

The primary objective was deployment of the European Space Agency's European Retrievable Carrier (EURECA)

and operation of the joint NASA/Italian Space Agency Tethered Satellite System (TSS). The mission was extended

one day to complete the science objectives. Secondary payloads included Evaluation of Oxygen Integration with

Materials/Thermal Management Processes (EOIM-III/TEMP 2A-3); Consortium for Materials Development in Space

Complex Autonomous Payload (CONCAP II and CONCAP III); IMAX Cargo Bay Camera (ICBC); Limited Duration

Space Environment Candidate Materials Exposure (LDCE); Air Force Maui Optical Site (AMOS); Pituitary Growth

Hormone Cell Function (PHCF); and Ultraviolet Plume Instrument (UVPI).

STS-75


Mission: TSS-1R; USMP-3

Space Shuttle: Columbia

Launched: February 22, 1996, 3:18:00 p.m. EST


Landing: March 9, 1996, 8:58:21 a.m. EST



STS-75 Crew:

Commander Andrew M. Allen

Pilot Scott J. Horowitz

Payload Commander Franklin R. Chang-Diaz

Mission Specialist Maurizio Cheli

Mission Specialist Jeffrey A. Hoffman

Mission Specialist Claude Nicollier

Mission Specialist Umberto Guidoni

The primary objective of STS-75 was to carry the Tethered Satellite System Reflight (TSS-1R) into orbit and to

deploy it spaceward on a conducting tether. The mission also flew the United States Microgravity Payload

(USMP-3) designed to investigate materials science and condensed matter physics. The TSS-1R mission was a

reflight of TSS-1 which was flown onboard Space Shuttle Atlantis on STS-46 in July/August 1992. The Tether

Satellite System circled the Earth at an altitude of 296 kilometers, placing the tether system within the rarefied

electrically charged layer of the atmosphere known as the ionosphere. STS-75 mission scientist hoped to deploy

the tether to a distance of 20.7 kilometres (12.9 mi). Over 19 kilometers of the tether were deployed before the

tether broke. It remained in orbit for a number of weeks and was easily visible from the ground, appearing

something like a small but surprisingly bright fluorescent light traveling through the sky.

STS-91


Mission: Ninth and Final Shuttle-Mir Docking

Space Shuttle: Discovery

Launched: June 2, 1998, 6:06:24 p.m. EDT


Landing: June 12 1998, 2:00:18 p.m. EDT



STS-91 Crew:

Commander Charles J. Precourt

Pilot Dominic L. Pudwill Gorie

Mission Specialist Wendy B. Lawrence


Mission Specialist Janet L. Kavandi

Mission Specialist Valery Victorovitch Ryumin

STS-91 marked the final Shuttle/Mir Docking Mission. This Phase 1 Program was a precursor to the International

Space Station maintaining a continuous American presence in space and developing the procedures and hardware

required for an international partnership in space. The mission was the first to use the super lightweight external

tank (SLWT) which was the same size, at 154 feet (47 m) long and 27 feet (8.2 m) in diameter, as the external tank

used on previous launches, but 7,500 pounds (3,400 kg) lighter. The tank was made of an aluminum lithium alloy

and the tank's structural design had also been improved making it 30 percent stronger and 5 percent less dense.

The walls of the redesigned hydrogen tank were machined in an orthogonal waffle-like pattern, providing more

strength and stability than the previous design. These improvements would later provide additional payload

capacity to the International Space Station.

STS-111


Mission: International Space Station UF2

Space Shuttle: Endeavour

Launched: June 5, 2002, 5:22:49 p.m. EDT

Landing Site: Edwards Air Force Base Calif.

Landing: June 19, 2002, 1:58:45 p.m. EDT

Mission Duration: 13 days, 20 hrs, 35 min and 56 sec


STS-111 Crew:

Commander Kenneth Cockrell

Pilot Paul Lockhart,

Mission Specialist Franklin Chang-Diaz

Mission Specialist Philippe Perrin

STS-111, in addition to providing supplies, rotated the crews aboard the International Space Station, exchanging

the three Expedition 4 members (1 Russian, 2 American) for the three Expedition 5 members (2 Russian, 1

American). The Multi-Purpose Logistics Module (MPLM) carried experiment racks and three stowage and resupply

racks to the station. The mission also installed a component of the Canadarm2 called the Mobile Base System

(MBS) to the Mobile Transporter (MT) (which was installed during STS-110). This gave the mechanical arm the

capability to "inchworm" from the U.S. Lab fixture to the MSS and travel along the Truss to work sites.

1986 1992 1996 2002

Franklin Chang Díaz






asteroid flybys.






asteroid flybys.

Interior elevation showing an interactive displays within the Explorar Espacio (“Explore Space”) exhibit. This interactive area features a replica of Space Shuttle Endeavour flown in STS-111, a mission that included Costa Rican astronaut Franklin R. Chang-Diaz. Also in this exhibit, a brief explanation of Costa Rica en Espacio (“Costa Rica in Space”) featuring Astronaut Chang-Diaz allows students to learn about Costa Rica’s contributions to space exploration. Finally, an interactive Earth with iPad integration allows students to better understand the physical make up of the Earth’s surface and its place in our solar system.

94 April 2013Elevation: Space ExhibitFinal

Exterior perspective showing the entry to ECC. Throughout my design, I have been leaving the shell mostly as is, changing only minor things, and simply inserting my interior design into the shell. On the exterior, I have changed the color of the portico to match the new color system of ECC as well as added signage above the door, which is the ECC logo.

95 April 2013Exterior EntryFinal

Linework perspective showing the interior entry to ECC. Upon entering the space, students are created by interactive exhibits, such as an interactive Earth with iPad contorls, a space ship replica, and an exhibit showing the planets.

96 April 2013Interior EntryFinal

Linework perspective showing the human body exhibit area on the right and the space exhibit on the left, as seen from just inside the entry of the school. The space exhibit shows an interactive Earth exhibit, and the human body exhibit area shows a heart exhibit and a life-size game of Operation.

97 April 2013Interactive: Human BodyFinal

Linework perspective showing the vestibule to the ideal classroom as well as the interactive spaces outside the classroom walls. In the vestibule, a wall showing ECC’s Carbon Footprint allows students to compare ECC’s carbon footprint to the rest of Costa Rica. The exhibition space outside the classroom shows the human body exhibits.

98 April 2013Classroom VestibuleFinal

Linework perspective showing the ideal classroom. This perspective is the first look upon entering the classroom. Students are greeted by the control center, which is the technological centerpiece of the room. The control center features iPads, two televisions, a projection system, and two stations for audible language training.

99 April 2013Ideal ClassroomFinal

Linework perspective showing the ideal classroom. This perspective shows the control center, featuring iPads, televisions, and the audible learning center for language training.


Linework perspective showing the ideal classroom. This perspective focuses on the control center of the classroom, a center that houses ipads, televisions, a projection system, and two sound booths for language training.


Perspective showing the courtyard of ECC and the greenhouses. Each classroom, grades 1/2, grades 3/4, and grades 5/6 , each have their own greenhouse off their classroom. Each greenhouse is accessible from the classroom and from the courtyard during school hours. The greenhouses help to bridge the gap between interior and exterior in the design.

102 April 2013GreenhousesFinal

Linework perspective showing the space exhibits and looking toward the exit of ECC. The space exhibits include the interactive Earth exhibit and a Foucault pendulum.

103 April 2013Interactive: Space & ExitFinal

104 April 20131st Floor Rendered PlanFinal

105 April 20132nd Floor Rendered PlanFinal

106 April 2013Interior EntryFinal

107 April 2013Explorar Espacio & Obras CuerpoFinal

108 April 2013Obras CuerpoFinal

109 April 2013Explorar EspacioFinal

110 April 2013Ideal Classroom EntryFinal

111 April 2013Ideal Classroom: ExperimentFinal

112 April 2013Ideal Classroom: TestingFinal

113 April 2013Ideal Classroom: TechnologyFinal

114 April 2013AxonometricFinal

Senior Capstone Process Book

Documents

Transcript of Senior Capstone Process Book