The Science Education Resource Center at OMSIterminal studio 2011 | university of oregon | mariah marshall

TABLE OF CONTENTS

SECTION 1 SITE & PROGRAM

SECTION 2 DESIGN

SECTION 3 BUILDING SYSTEMS

SECTION 4 PRECEDENTS & BIBLIOGRAPHY

The Science Education Resource Center (SERC) is an existing program within OMSI’s educational programming. It serves k-12 public, private and home school educators. The current facility is only one room but contains the type of materials and resources that could be expanded into their own unique facilities. This new SERC will be a dedicated facility for educators in need of professional development courses to home school students and their parents wanting to check out a kit of scientific tools to do at home experiments. The site also culminates the re-design of SE Clay street and the massing of the buildings are oriented to direct the visitor to the river visually and physically.

THESIS STATEMENT

This project proposes a way to humanize the scale of the freeway by reinterpreting its monumental flowing geometry down to the scale of the building. The site is currently a parking lot adjacent to OMSI’s exhibit building shop and is partially covered by I-5. The takes its form from the shapes created between the freeway columns and the curving geometry of the roadways above. Curving forms are then used throughout the building to the guide people along, through and over spaces. Highly transparent curtain walls allow visual connection between the buildings and the freeway columns and roadway becomes a secondary structure hovering above and around each building.

DESIGN STATEMENT

Every city in the world has spaces that are under utilized, ignored, or even unknown. In biology the term cosmopolitan distribution describes the state of being found almost anywhere in the world and this thesis attacks one riverfront lot located beneath I-5 at SE Water Avenue and SE Clay Street in Portland. Many of these spaces are created as a consequence of heavy-handed city planning, like elevated freeways, in the case of this project. Access points to the Willamette River on the East Bank are far and few between and prime riverfront property becomes less desirable when it lies beneath 6 lanes of traffic and is scattered with 50 foot tall columns. This thesis proposes a re-habilitation of the previously described lot.

1 SITE THE IMPACT OF ELEVATED ROADWAYS

Before construction of I-5

After construction of I-5

~87,778 sq ft

SE HAWTHORNE AVE

SE W

ATE

R A

VE

SE CLAY ST

WIL

LA

ME

TT

E R

IVE

R

I-5 SOUTH

BOUN

D

I-5 NO

RTH

BO

UN

D OMSI EXHIBIT BUILDING SHOP

PORTLANDCOMMUNITYCOLLEGE

1 SITE INTERPRETATION

PARALLEL FLOWS

HABITAT WATER INFRASTRUCTURE

OVERLAPPING AND SPACES BETWEEN COLUMN BAYS

TRANSLATION OF SITE TO BUILDING

WRAPPING SPACES ALONG AND THROUGH INFRASTRUCTURE

1”

SE Clay StreetSE Water Avenue

OMSI

Proposed Water Ave Re-Alighnment

Future Light Rail & Streetcar Stop

Current Boat Access

Current SERC Location

PCC

PortlandOpera

Existing R

ailway

River East

CenterPGE

SE Division St

Thesis Site & Context 1”=200’

Clay St & Water Ave Greenways

THESISSITE

1”

SE Clay StreetSE Water Avenue

OMSI

Future SERC Location

Proposed Water Ave Re-Alighnment

Future Light Rail & Streetcar Stop

Current Boat Access

Current SERC Location

PCC

PortlandOpera

Existing R

ailway

River East

CenterPGE

SE Division St

Thesis Site & Context

Weekday

Frequency of Use

Clay St & Water Ave Greenways

1”

SE Clay StreetSE Water Avenue

OMSI

Future SERC Location

Proposed Water Ave Re-Alighnment

Future Light Rail & Streetcar Stop

Current Boat Access

Current SERC Location

PCC

PortlandOpera

Existing R

ailway

River East

CenterPGE

SE Division St

Thesis Site & Context

Weekend

Frequency of Use

Clay St & Water Ave Greenways

1 SITE CONTEXT TEMPORALITY

AREAS OF ACTIVITY DURING THE WEEK

AREAS OF ACTIVITY DURING THE WEEKEND

1 SITE PURPOSE DRIVEN LANDSCAPE

The landscape surrounding the building is an integral element in this design. Highly transparent curtain walls allow for visual access to trees and native zzv that creates a blurring of boundries between buildings. A bioswale running through the center of the site functions as an outdoor classroom for the study of urban water treatment and a new dock provides a larger launching point for the boaters who currently use the site.

6000 sf 200 sf20,000 sf200 sf 200 sf

6000 sf

1200 sf

200 sf

30 sf

600sf800 sf

30 sf 100sf

30 sf

800 sf

10000 sf

600sf

30 sf

600sf10000 sf

1200 sf

Everyone has been to school, and schools have classes that in turn have a curriculum which is brought to students by a teacher. Similarly everyone has been in a building and buildings have rooms which have purposes that are understood by their user. I envision developing a program for this project with the con-cept of a “curriculum to develop ideas for spaces which can facilitate education. A course is designed to make students ask questions and gain a deeper understanding of the subject material.1 How can a space do the same thing? Its not merely a question of square footage just as learning history is not merely mem-orizing dates.

1 Wilson, Ed.D, Leslie Owen. “Curriculum.” University of Wisconsin-Stevens Point. Web. 07 Dec. 2010. <http://www.uwsp.edu/education/lwilson/curric/>.

1 PROGRAM

200 sf

200 sf

800 sf600sf

30 sf

PROGRAMCURRICULUM

ACCESS front deskcentral public spacesecurity

employee access

BASIC NECESSITIESmaintenance & recycling facilitiesbathroomsstorage

employee break room

OPERATIONSprogram administration

record keeping

DIDACTIClab spacelandscapedigital resource libraryclassrooms-teachers & k-12 studentssmall auditorium/lecture hall

video conference space

RITUALkitcheninformal gathering spaces

2 DESIGN facade

1. Interior Glazing2. Upper Operable Ventilation3. Maintenance Catwalks4. Structural Frame (Ladder Truss)5. Moveable Sun Shading6. Exterior Glazing7. Lower Operable Ventilation

windward side - positive pressure

leeward side - negative pressure

prevailing winter wind from south east

Cavity within double skin facade becomes equalized pressure ring

Air is exhausted through centralized points

Direct ventilation of facade in summer

DOUBLE FACADE DETAIL

1

3 4 5 62

7

Natural ventilation in winter

2 DESIGN elevations

East Elevation 1”=40’

North Elevation 1”=40’

West Elevation 1”=40’

South Elevation 1”=40’

SO

FT

RU

SH

SL

OU

GH

SE

DG

E

CR

EE

PIN

G S

PIK

E R

US

H

PO

PL

AR

I-5

NO

RT

H/S

OU

TH

PO

RT

LA

ND

BO

ATH

OU

SE

GROUND FLOOR LIBRARY2 DESIGN landscape

CR

EE

PIN

G S

PIK

E R

US

H

DE

NS

E S

ED

GE

SM

AL

L F

RU

ITE

D B

UL

RU

SH

OR

EG

ON

AS

H

BIK

E L

AN

E

OM

SI

EX

HIB

IT S

HO

P

GROUND FLOOR LIBRARY

2 DESIGN interior experience

east/west section (not to scale)

2 DESIGN floor plans

GROUND LEVEL 1”=40’ N

GROUND LEVEL - NORTH1 SECONDARY ENTRANCE2 RESTROOMS3 AUDITORIUM4 LIBRARY5 TERRACE6 LIBRARY SUPPORT

GROUND LEVEL - SOUTH1 MAIN ENTRY2 ASSEMBLY ROOM3 STORAGE4 CAFETERIA5 LABS6 RESTROOMS7 OFFICES8 STAIR TO LINK WITH NORTH BUILDING10 EXHIBIT HALL

1

23

4

56

7

8

9

1

2

34

5

6

Main Entry South Building

SECOND LEVEL 1”=40’

2ND LEVEL - NORTH1 EXHIBIT SPACE2 2ND LEVEL ENTRANCE TO AUDITORIUM3 LIBRARY - INDIVIDUAL STUDY ROOMS, COMPUTER LAB & STACKS4 TERRACE

2ND LEVEL - SOUTH1 SCIENCE KIT CHECK OUT2 CLASSROOMS3 REST ROOMS4 VIDEO CONFERENCE RM

1

2

34

1

23

4

N

2nd Level at Classrooms

THIRD LEVEL 1”=40’

THIRD LEVEL - NORTH1 OFFICE2 RESTROOMS3 KITCHENETTEROOF SOUTH

1

2

3

N

3 BUILDING SYSTEMS RAISED FLOOR PLENUM

2nd level library

Floor Plenum - Cool air enters space through diffus-ers in floor

Air is heated in space via occupants, lighting and other internal loads and rises

Heated air exits space through ceiling plenum

TYPICAL LIBRARY SECTION not to scale

14’

3 BUILDING SYSTEMS DAYLIGHTING

2nd level north building atrium

8:00 AM

12:00 PM

4:00 PM

DECEMBER 21

N

S

EW

8:00 AM

12:00 PM

4:00 PM

8 AM

12 PM

4 PM

WINTER DAYLIGHT STUDY

2nd level north building atrium

3 BUILDING SYSTEMS DAYLIGHTING

1st level library

8:00 AM

12:00 PM

4:00 PM

JUNE 21

N

S

EW

8:00 AM

12:00 PM

4:00 PM

8 AM

12 PM

4 PM

SUMMER DAYLIGHT STUDY

1st level library

The Science Education Resource Center (SERC) is an existing program within OMSI’s educational programming. It serves k-12 public, private and home school educators. The current facility is only one room but contains the type of materials and resources that could be expanded into their ownunique facilities. This new SERC will be a dedicated facility for educators in need of professional development courses to home school students and their parents wanting to check out a kit of scientific tools to do at home experiments. The site also culminates the re-design of SE Clay street and the massing of the buildings are oriented to direct the visitor to the river visually and physically.

EAST SIDE INDUSTRIAL DISTRICT

PCC CLIMB CENTER FOR ADVANCEMENT

SERC SITE SE CLAY & WATER AVE

OMSI CAMPUS

Water Conservation Opportunities Water Conservation Constraints

- Large roof tops extending out from beneath the freeway will catch a large amount of rain water

- The large surrounding site allows space for on site grey water treatment

- Proximity to OMSI campus could allow for a district wide bio-reactor for water treatment at a large scale

- Grey water recycling could be used for irrigation during summer when rainwater is limited, it could also be used in sinks/showers, toilets, or returned to the aquifer after going through a second level of treatment and disinfection

-Rainwater could be used for fire suppression, mechanical cooling, irrigation and toilets

- Heavily polluted run off from I-5 roadway over-head

- Proximity to Willamette river requires sensitivity to any waste water leaving the building suggest-ing that it should all be treated onsite before being discharged

- Landscaping would require irrigation in summer months, the driest part of the year when there is little rainwater available

- Use of rainwater for potable purposes is not al-lowed but code could be appealed

WATER BUDGETWater Budget

Portland Yearly RainfallSite Water Budget(in gallons)

Building Water Budget(in gallons)

Total WaterBudget

3.5 Ft 3,030,596.8 1,231,716.6 4,262,313.40

3 BUILDING SYSTEMS WATER CONSERVATION

Water Budget

Portland Yearly RainfallSite Water Budget(in gallons)

Building Water Budget(in gallons)

Total WaterBudget

3.5 Ft 3,030,596.8 1,231,716.6 4,262,313.40

WATER CONSERVATION STRATEGY

Flush Flixture Flow Rate GPM Duration sec Occupants Water Use GallonsLavatory FTE 0.5 12 30 180

Visitor 0.5 12 100 10Kitchen Sink FTE 2.2 15 30 990

Visitor 0 0 0 0Shower FTE 2.5 300 3 3750

Visitor 0 0 0 0

Total Daily Volume 5,089.00 galAnnual Work Days 250.00Annual Volume 1,272,250.00 galAnnual RainwaterVolume 1,231,716.64 galAnnual GreywaterVolume (lavatory,kitchen sink &showers) 1,232,600.00 gal

Total Annual WaterUse Volume 1272250 galTotal Annual WaterUse Volume minusRainwater 40,533.36Total Annual WaterUse Volume minusGreywater 39,650.00Total Annual Volumeminus greywater & rainwater -1,192,066.64

Flush Fixture Daily Uses Flow Rate GPFDuration (#flushes) Occupants Water Use Gallons

Water Closet (Female)high FTE 1 1.6 1 15 24

Visitor 0.25 1.6 1 100 40Water Closet (Female)low FTE 2 1 2 15 30

Visitor 0.25 1 1 100 25Water Closet (Male) FTE 1 1.6 1 15 24

Visitor 0.1 1.6 1 100 16Urinal (waterless) FTE 2 0 0 15 0

Visitor 0.4 0 0 100 0

WATER CONSERVATION METHODS - Grey WaterGREY WATER RE-USE

shower

released back into the aquifer

lavatory sink

irrigation

In Oregon grey water is defined as bath waste water, kitchen waste water, laundry wastes and any other domestic sewage” except “toilet and garbage wastes.”Based upon the water budget for the Science Education Re-source Center the building will produce around 1.2 million gallons of grey water each year this water should be treated on site and reused within the building after treatment or released back into the aquifer. Grey water is treated to different levels based on its intended reuse for example if re used in toilets it would require a much less stringent level of treatment than if re used in a shower or sink.

Toilets & Urinals

total site collection area: 115760 sf

shower

lavatory sink

RAIN WATER REUSE

fire suppression

irrigation

hose bib

HVAC

Toilets & Urinals

WATER CONSERVATION METHODS - Rain Water

Toilets & Urinals

Similar to grey water in that rain water requires different levels of filtration depending upon its intended end use Rain water can be harvested from the roof and used in similar ways. If rainwater is intended to be used year round and waste wa-ter (ie grey or black water) is not utilized a large storage tank is required to hold the water after treatment by filtration and disinfection with ultra-violet light or ozone.

total roof collection area: 47,049 sf

RAIN

CATCHMENT AREA

RAINWATER STORAGE

SAND FILTER

MAIN TANK

PUMP

FILTER

TANK

TO

BU

ILD

ING

DETAIL OF RAINWATER CATCHMENT

OIL & WATERSEPARATION

GREYWATER & RAINWATER SYSTEMS

RAIN

4 PRECEDENTS CONCEPTUAL PRINCIPLESIDEAS ON BIOMIMETIC & BIOPHILIC DESIGN

TWO OPPORTUNITIES (not mutually exclusive):biomimicry (v.) -translation of a strategy inspired by nature into a buildable structurebiophilia (n.) - “instinctive bond between human beings and other living systems” (edward o. wilson - biophilia)

Biosynergy is a term that encompasses many different ideas. In this thesis I would like to investigate Bi-omicry as I believe it was originally intended, not a direct copy, but a framework for metaphors. I would also like to integrate biophilia as a design consideration to continually remind myself of the purpose of this building, to educate with nature.

SCIENTIFIC [DESIGN] METHOD vs BIOLOGICAL DESIGN SPIRAL

-identify a problem you would like to solve

-formulate a hypothesis -test the hypothesis -collect and analyze the data -make conclusions

image: Biomimicry Institute: http://www.biomimicryinstitute.org/about-us/biomimicry-a-tool-for-innovation.html

FREQUENT, SPONTANEOUS CONTACT WITH NATURE

Frequent, spontaneous contact with nature is a biophilic approach to design. It is more of a driver of type of architecture that embraces the landscape around it. Studies have shown that people do better in environments with natural light. Patients recover more quickly, workplace absenteeism goes down etc. etc. Economically it has been shown that increase in workplace productivity can increase financial gains by 10% which could repay the cost of the additional design and construction efforts two to three times over. 1 The most important effect in my opinion is the intangible feeling that one gets when sitting in a day-lit room, with a view or with an operable window to allow fresh air on a spring day. It is the things that cannot be precisely measured that embody this concept most.

1 Faludi, Jeremy. “Biophilia.” World-changing: Bright Green. 6 May 2004. Web. 16 Nov. 2010. <http://worldchanging.com/archives/000664.html>.

4 PRECEDENTS underspaces A8ernA - ZAANSTADT - THE NETHERLANDS - NL Architects

In the city of Zaanstadt a large highway overpass created a physical division in the city. NL Architects facilitated a public design process and recreated the spaces underneath the over-pass. The spaces now are occupied by a supermarket, skatepark, soccerfield, fishmonger, florist, basketball court, car park & marina. NL Architects states that A8ernA “provides a quick solution to re-establishing the connection between the two parts of the divided town-ship whilst also regenerating a space that had become dead, literally and symbolically in the shadow of the flyover.”1 This precedent shows that spaces beneath highways can in fact be clean, inhabitable and artistic qualities this thesis project will strive to work toward.

1 Trevi, Under Spaces 1

“Bill Used as Heat Exchanger for Thermoregulation: Toco Toucan - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/1efca39a0abb5ecd20edc6a4fd ef8a2a>.

“Biomimicry Institute - Biomimicry: A Tool for Innovation.” Biomimicry Institute - Home. Web. 16 Nov. 2010. <http://www.biomimicryinstitute.org/ about-us/biomimicry-a-tool-for-innovation.html>.

“Ecosystem Manages Poor Soils: Tropical Rain Forest - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/b4e89b2fd60ea845ae1ce7fdf320391f>.

Endemism.” Wikipedia, the Free Encyclopedia. Web. 05 Dec. 2010. <http://en.wikipedia.org/wiki/Endemic_(ecology)>.

Faludi, Jeremy. “Biomimicry For Green Design (A How-To).” Worldchanging: Bright Green. 26 Oct. 2005. Web. 16 Nov. 2010. <http://www.worldchang ing.com/archives/003680.html>.

Faludi, Jeremy. “Biophilia.” Worldchanging: Bright Green. 6 May 2004. Web. 16 Nov. 2010. <http://worldchanging.com/archives/000664.html>.

“Fruiting Tree Holds Key Role in Forest: Caesaria Tree - Ask Nature - the Biomimicry Design Por-tal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.” 2010. Web. 16 Nov. 2010. <http://www.asknature.org/strategy/4825d47b2259b33332642f8addd6ec17>.

Gareth Hoskins Architects. “Gareth Hoskins Architects :: The Bridge Arts Centre.” Gareth Hoskins Architects :: Home. 2010. Web. 08 Dec. 2010. <http://www.garethhoskinsarchitects.co.uk/projects/arts-and-culture/the-bridge-arts-centre#>.

HOW TO BECOME AN OREGON TEACHER An Advising Guide to Teacher Preparation Programs in the State of Oregon. Rep. Oregon University System, 2008. Web. 7 Dec. 2010. <http://www.ous.edu/pro-grams/teached/files/AdvisingGuide2008Final.pdf>.

4 RESEARCH BIBLIOGRAPHY

“Leaves Channel Water: Sacred Fig - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architec-ture, Biology, Innovation Inspired by Nature, Industrial Design.” Web. 16 Nov. 2010. <http://www.askna-ture.org/strategy/e293504ab7b91490f3b94a0c8bbadda5>.

Manaugh, Geoff. “Museum for Neglected Spaces.” BLDGBLOG. 6 July 2010. Web. 08 Dec. 2010. <http://bldgblog.blogspot.com/2010/07/museum-for-neglected-spaces.html>.

“Science - Professional Development - Oregon Department of Education.” Home - Oregon Depart-ment of Education. Web. 07 Dec. 2010. <http://www.ode.state.or.us/search/page/?id=1580>.

Wilson, Ed.D, Leslie Owen. “Curriculum.” University of Wisconsin-Stevens Point. Web. 07 Dec. 2010. <http://www.uwsp.edu/education/lwilson/curric/>.

“Roots Absorb Moisture from Humid Air: Orchids - Ask Nature - the Biomimicry Design Portal: Biomimetics, Architecture, Biology, Innovation Inspired by Nature, Industrial Design.”Web. 16 Nov. 2010. <http://www.asknature.org/strategy/e148032a7ba117a13ec5d22b7a7569ba>.

Swackhamer, Marc, and Blair Satterfield. “Houminn - OSWall - Oswall Formatted for Web1.jpg.” Houminn - Blog. 2009. Web. 16 Nov. 2010. <http:// www.houminn.com/oswall/>.

Trevi, Alexander. “Under Spaces 1.” Pruned. 07 Sept. 2009. Web. 08 Dec. 2010. <http://pruned.blogspot.com/2009/09/under-spaces-1.html>.

“Zero Emissions Building Team Using Biomimicry as a Design Filter.” Life at HOK. Web. 16 Nov. 2010. <http://hoklife.com/2009/08/23/zero- emissions-building-team-using-biomimicry-as-a-design-filter/#more-11260>.