A New Approach in Architectural Technology Education

Part 2: Amazonas Detail Design in Harsh Climates Design Proposals for Amazon Rainforest Research Center Fatih YAZICIOĞLU Detail Design in Harsh Climates Part 2: Amazonas Fatih YAZICIOĞLU İçindekiler An Inquiry in Architectural Design Methods Rational Model or Action-Centric Model: One Way or Another by Zeynep HALU ................................................................................................................................................................. page 07 A New Approach in Architectural Technology Education by Deniz SOYİPEK ............................................................................................................................................................... page 09 STUDENTS’ WORKS AMAZONE Genetic Research Center by de Novo ............................................................................................................................................................................. page 17 VENTURA Archeological Research Center by One Architecture ............................................................................................................................................................... page 35 TAMBOPATA Research Center by Tambopata Architects ........................................................................................................................................................ page 49 ITUBIORC Amazon Biodiversity Research Center by RSArch .............................................................................................................................................................................. page 65 YUSUF VARDAR Research Center by Tarsier Arch & Design ....................................................................................................................................................... page 83 IN AMAZONAS Environmental Research Center by BECS Architecture .......................................................................................................................................................... page 103 VILLAFRO Research Center by Atelier CoArch ................................................................................................................................................................ page 119 Archeological Research Center by Archezone ........................................................................................................................................................................ page 139 VIRUS Research Center by Lab V ............................................................................................................................................................................... page 157 MANAUS Botanical Research Center by Neutral Architecture ........................................................................................................................................................ page 173 MANACAPURU Research Station for Plants by HLL ................................................................................................................................................................................. page 189 HERBAL HEALTH Research Center by Zen Architecture ............................................................................................................................................................. page 209 CASA VERDE Atmospheric Science Research Center by Venustas ........................................................................................................................................................................... page 223 AmaZONE Botanical Research Center by Zone Official Group ........................................................................................................................................................ page 239 Agrovilla Research Center by Arquitos............................................................................................................................................................................ page 259 6 Design Proposals for Amazon Rainforest Research Centre Zeynep HALU Design is a wide issue which can cover or intersect many aspects of life. While we are thinking about designing for extreme environments there is a big opportunity for us to define, understand and consolidate how our design ideas flow and come to a solution. One of the reasons for this opportunity is that the issue is not a very common design problem; so that we can say that we are not blocked with ideas coming from our past or with prejudiced ideas. Understanding how our brain synthesizes design ideas, we have to understand what design is and what its approaches are. Communication design, environmental design, industrial design, interaction design, applied arts, and engineering are some of the main disciplines related to design. There are also as many as fifty different approaches with quite different definitions. Participatory design, activity-centered, pattern design, parametric, participatory, platform-based, and regenerative, six sigma, and theory of constraints are only a few of these approaches. These mentioned design disciplines studied with different approaches use some tools to reach a solution. Models, flowcharts, mockups, sketches, storyboards, technical drawings, and software are some of the tools which help design to come true. There are also many organizations which discuss about design issue with a wide scope, as AIGA, Design Council and Design Research Society. Thinking design according to disciplines, approaches, methods, tools, and organizations can make the issue seem more complicated than it is. If we can accept design as a process, we can also accept as Dorst and Dijkhuis (1995) proposed that there are only two basic and fundamentally different ways to produce designs, both of which have several names. The prevailing view has been called “the rational model” (Brooks, 2010), “technical problem solving” (Schön, 1983) and “the reason-centric perspective” (Ralph, 2010). Alternative view has been called “reflection-in-action”(Schön, 1983), “co-evolution” (Dorst, Cross, 2001) and “the action-centric perspective” (Ralph, 2010). fatih yazıcıoğlu The rational model is based on a rationalist philosophy and according to the rationalist philosophy; design is informed by research and knowledge in a predictable and controlled manner. In the rational model, designers optimize their design candidate for known constraints and objectives and the design process is plan-driven. The stages of the design activity are coordinated by the designer (Pahl, Beitz 1996; Simon, 1996). On the other hand, the action-centric model is antithetical to the rational model; it posits that designers use creativity and emotion to generate design ideas and products. The design process is widely improvised. And the argument of this model is that management of universal stages is impossible. It is accepted that analysis, design, and implementation stages all are linked and occur together (Ralph, 2010). While thinking about architectural design we have to adapt both the rational model and action-centric model at the same time because the objective of design is to make humans feel comfortable and happy in the space they live in. And space is directly linked with human and human needs. Human needs are sometimes so definite and clear but also sometimes they can be so blurred. So a human-centered design approach should be accepted in architectural design. A set of questions can be asked at the beginning of the design issue; as for whom? where? why? which? when? how? Each question can have a different answer and each answer can lead to a different design solution. In this manner, this approach can be accepted as a rational model. Questions also can be focused on context, form, function, technology, and economy. Answers should be recorded so that in any problem the stages can be easily carried back. But on the other side, the process of design should leave the designer to use their creativity and emotion to generate design ideas. The power of improvisation should be kept in mind as in actioncentric model. 7 A NewAn Approach Technology Education Inquiry in Architectural Design Methods An Inquiry in Architectural Design Methods Rational Model or Action-Centric Model: One Way or Another? We can call this proposed method as Questioning Method or Define/Design (2D) Method. While defining the problem gaps for the designers’ creativity and emotional expressions should be kept in mind. So that an overlapping method should be searched in every different design problem with its unique character; context, user, function, technology, and economy should be examined in every different design problem. While thinking about designing for extreme environments, the proposed overlapping Define/Design method can be tried. Many opportunities for different questions and different answers can lead to unique architectural solutions for Amazons. Brooks, F.P. (2010) The design of design: Essays from a computer scientist, Addison-Wesley Professional. Dorst,K.; Cross, N. (2001). “Creativity in the design process: Co-evolution of problem solution”. Design Studies. 22 (5): 425–437. Dorst,K; Dijkhuis, J. (1995). “Comparing paradigms for describing design activity”. Design Studies. 16 (2): 261–274. Newell, A.; Simon, H. (1972) Human problem solving, Prentice-Hall, Inc. Pahl, G.,;Beitz, W. (1996) Engineering design: A systematic approach, Springer-Verlag, London Ralph, P. (2010) “Comparing two software design process theories”. International Conference on Design Science Research in Information Systems and Technology (DESRIST 2010), Springer, St. Gallen, Switzerland, pp. 139–153. Schön, D.A. (1983) The reflective practitioner: How professionals think in action, Basic Books, USA. Simon, H.A. (1996) The sciences of the artificial, MIT Press, Cambridge, MA, USA. p. 111. 8 Design Proposals for Amazon Rainforest Research Centre Deniz SOYİPEK Within the scope of the Architectural Building Elements course at ITU Department of Architecture, for 3 years studies have been carried out on building design for various harsh environmental conditions selected from the Earth, such as Rub’al Khali, Antarctica and Amazon Rainforests. The first book ‘Detail Design in Harsh Climates Part 1: Antarctica’ had include studies in the Antarctic region. The second book is set in ‘Detail Design in Harsh Climates part 2: Amazonas’. In order to prepare for the Amazon study, first of all, the advantages and disadvantages of the course were determined by the experience gained from earlier studies. Then, new education methods were added for the 2018-2019 spring semester to improve the study. For this purpose, all the methods that will be applied were brought together systematically and the course syllabus was prepared. Additionally, small changes were made to the course scenario used in the previous period. The main objective of the study was to produce appropriate solutions and original detail designs for the problem of ‘building design for challenging environmental conditions’ given in the field study applied within the scope of the Architectural Building Elements design course. According to the scenario given in addition to the syllabus; the climate of the world has changed in 2040 and research stations will be established in different parts of the world to produce solutions to these problems. The students’ architectural teams are assigned to design the research station to be established in the Amazon region. In this context, the scenario given to the students is presented below. ‘We are in 2040. Global Climate Change has increased in the last 20 years, so the climate of the Earth has differed from the past. In order to escape this harsh condition mankind has paid attention to space and has searched for living on Moon or Mars. However, they could not evolve enough at this time, and their physical needs go in the same way. This case has induced for technological development in many fields like architecture. So, one of the critical research topics for architects has become ‘building design in harsh climate’. On the other hand, some scientist still works about the Earth. They are thinking about fixing global climate change by science. For this purpose, research stations will be constructed in critical points in the world with the support of various universities. ITU and the University of São Paulo have agreed to construct a new research station for Environmental Studies in the Amazon region. As ITU graduate architects, your task is to design the detail designs of the research station built in one of the hottest and humid regions on earth; the Amazons. The research station will be first used by 20 scientists; in time the number will be increased to 40. The research station should be designed to be moved as any type of in situ construction is very difficult in the region. As the region is dramatically important for the sake of the world the station should minimize the production and use of electric, water, heat, etc. Also, ITU wants the station to be designed with a sustainable approach to be a model for future stations in the region. ITU’s long term intention is to have a minimum, zero energy, and carbon-neutral station. The station will comprise of a living room, dining, kitchen, bedrooms, bathrooms, technical spaces, warehouses, a research tower, and 3 laboratories.’ The Amazon rainforest was chosen as a harsh environment on earth in order not to exceed students’ level. Also, the research station building was determined as the subject of the study to support their existing knowledge with research and to use them creatively. The Amazon rainforest has a humid and hot climate. The research station should be designed to provide comfort for the people who will use the building in spite of these climatic conditions. The performance criteria expected from the structure to be designed and the content of the submission files that students must prepare at the end of the semester are detailed in the program provided with the syllabus and they are delivered to students at the beginning of the semester. fatih yazıcıoğlu 9 A New Approach in Architectural Technology Education A New Approach in Architectural Technology Education In the first week of the semester, after the presentation of the course, students will identify their groups and present the first research and ideas about the Amazon region. In other weeks, the syllabus has been developed with the intensive content of the course in mind and has been designed to advance in two basic lanes. The three-hour section of the course is used for group studies in which the design of the project and building elements are developed and the evaluation of these studies by the instructor. The two-hour part of the course in the afternoon is used for seminars and short lectures attended by professionals on the subject studied that week. There are two assignments submitted in the seventh week and at the end of the semester for the evaluation of student studies. The syllabus has been prepared considering the dates and holidays of the course period in which the study is planned to be implemented. The methods applied during the study are explained in the continuation of the paper. 01 Scenario Writing Students were asked to produce scenarios on the research station to be designed in 2040 about the research subject, the number of users and their tasks, the project program ( to calculate the energy and water needs and to construct renewable energy sources), and the system to meet this need. Thus, it is aimed to make students to saturate the subject, to increase their interest in the lesson and to raise awareness of related sustainability issues. Since the research station will be in the forest, away from the city network, the issue that needs to be resolved is how much energy is needed and how it will be met. Thus, energy conservation and sustainable structure concepts are included in the course. It is also designed by students to form the building and its relationship with the environment to increase passive energy gains. Likewise, since the water line is not connected to the city network, it is necessary to calculate the water requirement of the building and produce solutions. 10 Design Proposals for Amazon Rainforest Research Centre A New Approach in Architectural Technology Education 02 03 Group Study Seminars The scope of the architecture, which includes different functions and high technology buildings, has expanded considerably on a much larger scale than in the past. So, architecture has become more of a one-man operation than a team. Therefore, teamwork is an ability to be acquired during architecture education. To make this, students were asked to set up architectural teams (study groups) with a maximum of five people. It is stated to the students that the work to be done in the formation of groups should be taken into consideration. Also, students were asked to take on jobs where different skills such as drawing, reporting, and model work were required. Another purpose of the study is to establish the relationship between the courses on building technology and other architecture filed courses. Each of the stages starting from conceptual design, structure design, design of the building elements, material selection, detail design, energy use calculations, and construction management should be considered as one another to achieve the well-designed building. The class, which has a total of 33 people, was designated by students as six groups of five and one group of three people. According to the given scenario, student groups were asked to find an architectural office name, an emblem, and also to determine a name and research issue for the building they were going to design. fatih yazıcıoğlu In the study carried out within the scope of architectural building elements design course, it was important to develop building design subjects in the context of the integrated architecture approach and a seminar series was organized. The speakers shared their knowledge about the design problem through their filters on the subject of ‘detail design in harsh climates’. The seminars aim to provide students with different perspectives on the subject, to gain professional knowledge, and to contribute to the project work. There were five seminars at 2, 3, 4, 5, and 12. weeks of the semester. The seminars that took place within the scope of the course were also organized for outside participation and announced on various architectural web sites such as Arkitera, Mimarizm, and XXI.Topics and speakers of the seminars were like that; Seminar 1: Notes on the Synthesis of Design, by Zeynep Yazıcıoğlu Halu (Istanbul University Department of Architecture), Seminar 2: Construction in Extreme Conditions, by Gülseren Erol Soyöz (ITU Department of Architecture) Seminar 3: (Nearly) Zero Energy Building Design, by Neşe Ganiç Sağlam (Özyeğin University Department Of Architecture) Seminar 4: Façade and Thermal Insulation, by Aslı Aksakallı (Saint-Gobain Weber) Seminar 5: Technical Specifications, by Pınar Irlayıcı Çakmak (ITU Department Of Architecture) 11 2019 Spring Term 2 3 4 5 6 7 1 04 05 06 Lectures U Value Calculations 2D and 3D Drawings In order to remind the students’ knowledge about the design of building elements which is the main subject of the course and to add new ones, lectures were made by the instructor. At the end of the course, the students were informed about the subject they will be studying next week and discussed how to design the building elements for the Amazon region under the heading ‘detail design in harsh climates’. The study aims to develop an educational approach that feeds on the traditional and basic knowledge of architecture but can produce original detail designs by using new technology. For this purpose, high-performance structural elements were required to be designed following the design problem given in harsh environmental conditions. To achieve the desired highperformance value, research needs to be done on innovative systems and high-performance building materials. So, the extremely hot and humid climatic conditions of the Amazon rainforest region were used as a design problem. Performance values to be provided: U-Values for walls, roof, and floor 0.05 W/m2K; for windows and doors 0.1 W/m2K. Students were asked to present the results obtained by thermal performance calculations along with the building materials and detail drawings used in the design in the building element posters. Two-dimensional drawings such as plans, sections and elevations, and three-dimensional visuals obtained by perspective and digital modeling are used to describe the conceptual and technical design of the building. Drawings at different scales were requested for each stage of the research station to be designed within the scope of the study. It is an important skill that the students of architecture should acquire in the education process to have knowledge of drawing rules at different scales and to transfer their designs to drawings in the correct way. Besides, while the evaluating group works, various architectural technology issues that differ according to the work were discussed in the lessons. 12 Design Proposals for Amazon Rainforest Research Centre 10 12 07 14 15 11 8 13 A New Approach in Architectural Technology Education 9 09 08 Physical Model Surveys Assignments In terms of being able to think and perceive the design in three dimensions and realistic, physical model making is given considerable importance both during architecture education and in professional studies. In the discipline of architecture, large scale models are often used to describe the conceptual design. Therefore, simple and mono-colored models are preferred. The model to be made within the study was requested to be a model describing the design of the system detail in 1/20 scale. The building materials used in the model should be expressed with the appropriate character of the model materials and should be used in the correct thickness and dimensions. It is difficult to detect the relationship between the different building elements in two and three-dimensional drawings for students but by making a physical model the detail solutions can be designed in a much easier and more understandable way. Since the sixth week of the program, the detail design has been actively developed through the physical models. To evaluate the approach, two surveys were carried out in the middle and end of the semester. Also, students’ opinions, feedback of seminar speakers, and observations were added to results. The first survey aimed to investigate the methods applied in the existing architecture education in the school, to take the students ‘ ideas about the subject of the course and to evaluate the seminars. The purpose of the second survey was to evaluate the new approach and educational methods applied in the term. The question group has been prepared for each education method applied. Students submitted their homework twice; the first assignment was in the seventh week and the second assignment was at the end of the semester. The list of the assignment like that: 2D and 3D drawings, research presentations, energy and water usage scenarios, conceptual design and structural system reports, material posters and report about each building elements, thermal performance calculations and detail drawings of building elements, wall section, and model. fatih yazıcıoğlu I would like to thank you for being given the opportunity to participate in the study and use it for thesis research while finishing the article. 13 Students’ Works