ABC 2009 Teacher Pk t

Architecture By Children 2009

Produced and Developed by:

AIA Cincinnati

Architectural Foundation of Cincinnati

AIA Cincinnatia chapter of

the American Institute of Architects

TransportationStation

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ABC 2009Engaging Our Children’s Minds Through Architecture

ARCHITECTURE BY CHILDREN is a committee of the Cincinnati Chapter of the American Institute ofArchitects. Through ABC, AIA Cincinnati aims to educate our community about the value of the role of thearchitect and how what architects do affects all our lives through the design and development of our sharedenvironment.

For further information, please visit us online at www.architecturebychildren.org

ABC Committee Members

Co-Chair: Zoë HardyArchitects Plus

Co-Chair: Tony YunkerGBBN Architects

Allison BeerSHP Leading Design

Ralph PerryOKInteriors

Matthew SpanglerClermont Schools Gifted Program

Doris UhlmanArtist, Retired Art Teacher, Batavia Schools

Permission is hereby granted to reproduce material contained in this packet for educational purposes whenadministering all or part of the ABC program. This package, along with the accompanying architect presenta-tion on CD Rom, will be available for purchase online at www.aiacincinnati.org after April 1, 2009.

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TSTABLE OF CONTENTS

ABC materials designed by Parkey Design, www.parkeydesign.com

Program CALENDAR......................................................................2

THe Design Problem .....................................................................3

Exhibition & Design Competition Details..........................5Design Competition Details ........................................5Submission Requirements...........................................7Drop-off Procedures ...................................................7Exhibition Label ..........................................................9

GETTING STARTED............................................................................11This year's Focus ........................................................11Project Outline ...........................................................11Streetcar Map ...............................................................Bus Routes ....................................................................Light-Rail.......................................................................

Design Ideas Form.......................................................................13

TRANSPORTATION HANDOUTS ...................................................15

2009 GREEN DESIGN SOLUTIONS HANDOUTS..........................19Site .............................................................................21Water Efficiency ........................................................23Energy........................................................................25Materials and Resources ...........................................27Indoor Environmental Quality..................................29

Drawing Like an Architect ....................................................31Plan, Section, Elevation .............................................31Drawing to Scale........................................................32Freehand drawing......................................................37Diagramming .............................................................37Modeling ...................................................................38

RESOURCE LIST ................................................................................39Books.........................................................................39Websites ....................................................................42Videos........................................................................44

CONTACT INFORMATION .............................................................45

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r ABC 2009 Program CALENDAr—TRANSPORTATION STATION

December 4 , 2008 Architects AssignedTeachers will receive an e-mail shortly thereafter with their architect's information.Architects and teachers are responsible for coordinating the date and time for presenta-tions and return visits. A planning meeting prior to the initial presentation is highly rec-ommended.

January 2009 Architect PresentationsTeachers KEEP the CD Rom containing the PowerPoint presentation brought by the archi-tect. Presentation may be combined with the start of Phase I.

January - March, 2009 Research, Design and Production PeriodSite Research and Selection, Programming, Drawing and Architectural Activities, Site Design,Schematic Design, Design Development, Modeling, Presentations, Selection of projects forsubmission.

Saturday, March 7, 2009 Presentation Drop-Off & Sign-inTime: 12:00 pm - 3:00 pmLocation: Downtown Public Library, 800 Vine Street, CincinnatiEach class may submit a maximum of 3 projects for exhibition and entry into the designcompetition. See page 7 for directions and drop-off instructions.

Tuesday, March 10, 2009 JurySee page 5 for what they will be looking for.

March 7 - 13, 2009 Public Exhibition of WorkTime: during normal Library hoursLocation: Downtown Public Library, 800 Vine Street, CincinnatiSee exhibition presentation requirements & drop off procedures.

March 14, 2009 Awards Ceremony and Reception12:00 pm - 2:00 pmLocation: Downtown Public Library, 800 Vine Street, Cincinnati

T-Shirt Pick-Up12:00 pm - 3:30 pmTeachers or assigned classroom parent may pick up t-shirts for your class. Unclaimedshirts will be donated to charity.

Project Pick-Up & Sign-out12:00 pm - 3:30 pmALL PROJECTS MUST BE SIGNED OUT FROM THE EXHIBITION SPACE NO LATER THAN 3:30pm on SATURDAY, March 14. PROJECTS LEFT AFTER 3:30 pm WILL BE UNCEREMONIOUSLY DISCARDED.

NOTE:Document your student's work before bringing it to the library by photocopying,photographing, and scanning their work. This project is perfect for portfolios, especially if they might go into the design or art fields.

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MThe 2009 Design Problem

The city of Cincinnati is currently dealing with the real need for increased public transportation options in

the city center and the surrounding communities. The city has proposed routes for expanded bus service

and a new light-rail and streetcar systems.

You must identify a location, a “node,” in your community where people will go to connect to the proposed

new system. This node may be at a location on the path of one or more of the proposed systems' lines or it

may be outside the system with a proposed extension, or additional method of transportation to get from

your community to the nearest point on the system.

Examples of nodes are: a commuter station, a community bus-stop or streetcar stop design (intended to be

executed in multiples, fostering community identity), a transfer station between bus & light-rail, or a place

where a team-proposed method of mass-transit is boarded.

In all cases, your node must provide for the needs of the people using mass-transit, with the goal of making

it pleasant and convenient to utilize.

Project Parameters1. The “node” may be located in the students' neighborhood or anywhere in the City of Cincinnati or itssurrounding communities. This node should then be connected in some way to the proposed City ofCincinnati expanded public transportation system. The preferred choice is to study the community in which the school is located.

2. The hub may support any means of mass transportation, including, but not limited to, bus, streetcar, orlight-rail (including underground “subway” stations).

3. Each project must incorporate at least one green design solution. Designers wishing to achieve an awardfor Successful Use of Green Design Solutions should integrate a minimum of three.

4. Projects may be developed in teams or individually. Teams may not be of more than 4 students. Projectsreceived at the library listing teams consisting of more than 4 students will be disqualified from the designcompetition.

Other Information:

Online Maps

Light RailOn the CD Rom, you will find a layer file (.kml) for Google-Earth, and instructions. The latest version ofGoogle-Earth can be downloaded from http://earth.google.com/. This is the best way to view the proposedlightrail map. In the event you are unable to access this for your class, ask your architect for assistance.

Bus MapsCurrent METRO / SORTA bus maps can be found at http://www.go-metro.com/maps.html. Proposed cross-town bus lines are not yet published, but we hope to get copies in January. If they are not made available tous, we will use the current Metro maps as posted on this site. (Schedules with listings for specific existingbus stops can be accessed at http://www.go-metro.com/maps.html

Street-Car ProposalA detailed 'walk-through' of the street-car proposal can be viewed at http://protransit.com/Maps/.This map is also reproduced in this packet. This website provides up to date information on the status ofvarious transit efforts throughout the Cincinnati/Northern Kentucky region.

Computer 3D ModelingSketchUp® is a user-friendly 3D modeling program which Google has made available online (in a limited edi-tion) for FREE. In the last two years, several classes utilized this visualization tool very successfully. A littletime on the tutorials provided on Google’s SketchUp pages can get students ready to build their models incyber-space, and even upload them to the 3D Warehouse site for all to see via Google Earth. If you areuploading models, please use “ABC2009” in the front of the file names so they stay together.

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4

DESIGN COMPETITION DETAILS

Projects selected for the exhibition at the library are entered into an informal design competition.

AGE GROUPS:In the interest of comparing “apples to apples” as much as possible, the projects are divided into age groupsby grade: [K–3] [4–6] [7–8] [9–12] In the case of multi-grade groups, projects will be placedaccording to the highest grade level represented.

AWARD CATEGORIES:One project in each of the following categories will be selected from each of the four age groups, for a totalof 16 winning projects. Below are descriptions of what the jurors will be looking for in each category.

Future ArchitectThe 3D model or 2D presentation provides unique and compelling elements that fit theoverall theme (transportation station). The overall project provides solutions that thetheme inherently has which are notable compared to the rest of its peer group. The designhas a cohesiveness which allows for the natural flow of both the occupants and vehiclesthrough and/or around the design.

Master Craftsm'nThe 3D model or 2D presentation was constructed/drawn accurately to demonstrates arealistic example of the final structure. The model or drawing was created with great preci-sion and attention was paid to the smallest details. There are few if any flaws in themodel/drawing that detract from the overall design of the structure. Special attention willbe paid to models/drawings with complicated designs that would require greater skill toconstruct/draw.

Most Successful use of Green Design SolutionsThe project design demonstrates how the structure (and/or site development) will lessen itsimpact on the environment. Included in the structure is one or more green design solutionsin the categories of Site, Water, Energy, Materials, or Indoor Environmental Quality that isimplemented in the design in a seamless way, as an integrated part of the overall parti.

Most Creative Use of MaterialsThe model includes materials that are used in a unique and distinctive way. The materialsadd to the overall concept of the design and bring a new dimension to the structure.Forethought of the materials used for different elements of the design is evident. Thisaward may be given to drawn designs which demonstrate unique and distinctive ways touse materials in the final construction of the structure.

Additional awards will be given as follows:

Juror's ChoiceJurors are invited (but not required) to identify a maximum of 2 outstanding projects ineach age group.

People's ChoiceThroughout the duration of the exhibit, visitors are invited to vote by write-in slip for theirfavorite project. All votes will be tallied at the end of the week to reveal a single People'sChoice winner.

JURY:The Jury will be made up of professionals from local architecture, art, government & transportation. Thegroup of approximately 12 jurors will be placed in teams divided amongst the award categories. Jury teamswill consult one another for the Juror's Choice Awards.

AWARDS:Awards CeremonyOn March 14, we will have an awards Reception and Ceremony, after which the projects are to go home. TheReception begins at NOON, and the Awards Ceremony will begin at 12:30pm at the Library exhibition space.We ask that projects be left in place for the duration of the reception and ceremony to give everyone achance to look around at all the projects. Often, this is the only chance students have to see the work of others.(class t-shirts are also picked up at this event)

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ils PRIZES:

Students producing the winning projects will each receive a prize of art/drawing supplies geared for theirage level and a prize ribbon. Afterward, a photo of their model, their names, school name, teacher name,and project title will be listed on the ABC web page.

PROJECT COLLECTION:Projects this year will be both signed in and signed-out. T-shirts will also be signed-out in order to minimizeconfusion on the awards day.

Certificates:Blank Certificates of Participation are enclosed with this packet and are to be filled out for each student participating individually or on a project team. If you require additional certificates, please e-mail the program chair.

T-Shirts:T-shirt orders will be confirmed in early February via e-mail before our order is placed. T-shirt bundles maybe picked up from the library on the day of the awards ceremony. T-shirts not claimed before 3:30 pm onMarch 14, 2009, will be donated to Goodwill unless special arrangements have been made.

Submission REQUIREMENTS

A MAXIMUM OF 3 PROJECTS MAY BE SUBMITTED FROM EACH CLASSROOM.Due to the large number of participating classrooms, this limit will be enforced. Please note, projects withteams of more than four students will be disqualified from competing.

Final presentations submitted for the design competition must be in one ofthe following two formats:

Presentation Format 1: 3DOne three-dimensional model not to exceed a 24” x 24” footprintand must be transportable (and be able to withstand moving around).

Presentation Format 2: 2DTwo 18” x 24” drawings, oriented horizontally, one to be laid flat, theother propped behind, vertically, at a slight angle. Mounting boardswill be provided at the Library if needed.

EVERY project submitted must be accompanied by ONLY a singleExhibition Label. This can either be a filled-out copy of the blanklabel on the following page, OR an 8” x 5” sheet oriented horizontal-ly containing the following information: School NameStudent(s) Name(s) and grade level(s)Project Title (or “A retreat for client name”)Project Description of no more than 100 words

NOTE: Regardless of the submission format selected, no other written information than the label sheetdescribed below (i.e. reports or booklets) will be reviewed by the jury. Discreet labeling of various parts ofmodels is acceptable. Labeling and written descriptions are expected for the 2D formats, but text should notdominate the presentation.

DROP-OFF PROCEDURES

Drop-Off Details:Projects are to be brought to the south building of the downtown public library, just off the first floor atriumbehind the library store, between noon and 3:00 pm on Saturday, March 7, 2009. ABC volunteers will beavailable to assist.

Parking:• Public garage on 9th Street between Vine and Race (less than 100 paces from the

Library’s Vine Street entrance) $1 = all day Sat-Sun, first 2 hours Mon-Fri

• Metered parking is available on both sides of Vine Street, Walnut Street, 8th Street, andGarfield Place (free after 6 pm and Sundays).

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NGABC 2009 EXHIBITION LABEL

REQUIRED LABEL FOR ALL PROJECTS SUBMITTED TO THE EXHIBIT AND COMPETITION

In addition to this label, it is strongly recommended that a small, fully-taped label containing the teachername & phone number, school name and student(s) name(s) be affixed to the back of each piece of 2d workand to the bottom of models in case the exhibition label becomes lost or separated.

Please photograph the presentations before bringing them to the Library for submission, and keep photo-copies of the exhibition labels in the event a label is lost and needs to be replaced.

The sample exhibition label below is provided for your use to copy and fill out.

Please Print LEGIBLY or TYPE!Maximum 500 words or less for Description

NOTE: Regardless of the submission format selected, no other written information than the label below

(i.e. reports or booklets) will be reviewed by the jury. Discreet labeling of various parts of models is

acceptable. Labeling and written descriptions are expected for the 2D formats, but text should not

dominate the presentation.

SCHOOL: ____________________________________ TEACHER:_______________________

NAME: ______________________________________ GRADE:__________________________

NAME: ______________________________________ GRADE:__________________________

TITLE: __________________________________________________________________________

DESCRIPTION: ______________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

__________________________________________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

�

TransportationStation

Architectureby Children2009Transportationstation

abc 2009 getting started

This Year’s FocusThe 2009 ABC project, TRANSPORTATION STATION, is intended to focus on architectural visualization andcommunication skills, as well as thinking about public transportation and the City of Cincinnati. Activities inthis packet have been selected specifically to support these goals.

» Note to teachers – Regardless of whether or not you follow this project outline,please review this section for an idea of the kind of work expected to come through in theproject.

Project OutlinePre-Work:Prepare for your Architect's presentationBefore your scheduled presentation, ask students to write down three questions for the architect. Questionsshould relate to the theme, what an architect does, or architecture in general. If questions are not answeredduring the presentation, students should have an opportunity at the end of the slide show for questions. Thisactivity is not required; however, preparing questions will help break the ice with your architect and energizethe project kick-off.

» WRITING – Write down three questions to ask your architect before they arrive. After the presentation, write down the answers the architect gave.

Before diving in, each designer or design team should receive a copy of the Design Ideas Form in this packetto record their research findings and design ideas.

Note:Not all communities will be directly connected to the proposed light-rail or major bus route lines. Someclasses may have to propose additional or extended routes, or an alternative method for accessing the pro-posed system. (be creative!) Successful projects will come from a thorough evaluation of the problem.

Phase 1:Selecting and Researching a Node Location (1 to 2 class periods)

Identifying a Location — The selection process and limits are to be set by the individual teacher. You may elect to leave it wide open,or to limit students to a location that is near their home or school.

Alternately, the teacher may work with the architect to select an appropriate site and mode of transporta-tion, which will shorten the amount of time students must spend deciding what they're going to do. In thiscase, a teacher or architect-led discussion of the site evaluation and methods of transportation is highly recommended.

Researching the Location — Some questions to answer for your location include:

Is the node on the City's proposed transportation lines? If not, how will it connect?Why is this a good location for public transportation?What type of transportation will this location support? Buses? Trains? Other?How many people would use this node?How will people get to the node? Walking? Riding their bike? By car?What activities would the people do at the node? Waiting? Sitting? Reading? How does the method of transportation enter and exit the node, or station?

TIP: Have each team keep a binder containing the design form and all additional research, sketches, etc. forthe project.

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TS abc 2009 getting started

Phase 2:Programming (2 to 4 class periods)Once each student or team has decided on a location, a scale site plan will need to be provided from thelarger map of all of Hamilton County. Google Earth can be a great resource or making these site plans. Yourarchitect may also be able to print out an appropriately scaled copy, or, the site may even be field-measuredby students and drawn to scale. An approximation of the site is also acceptable.

Provide teams with the site plan to a scale. Scales may vary, depending on the proposed site, and how smallor large a scale you feel your class is capable of working with. (keep in mind, that final models must fit with-in a 24” x 24” footprint)

Discuss how much area (feet x feet) is needed for each of the activities in the program (waiting for the trans-portation, the transportation vehicle itself, etc.).

Use the Design Ideas Form to record the requirements for the node and ideas relating to materials, scale, etc.

Phase 3:Design & Presentation (4 to 6 class periods)

Time to create!

Use the drawing activities in this packet to begin to explain the details of your node.

Decide where the people using the node can perform required activities.

Establish how the transportation vehicle will interact with the node. Create scaled cutouts that you canmaneuver around on the scaled site plan, to get your arrangement just right.

Use blocks to elevate areas if you're thinking of going vertical.

After you've configured your node, check in with your green design strategies list on the Design Form.

Select what green strategies you can incorporate into your station.

Select one or two that will help define an architectural feature, and plan to make it a part of your model.

Refer to the MODELING section for ideas about building your base, trees, glue and tape tricks and othermodeling insights.

Go back to the slide presentation and see past models for more ideas.

Reminder:

See page 7 for 3D and 2D presentation requirements for competition submission.

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mDESIGN IDEAS FORM

Where is your Node [station]?Location __________________________________________________________________________________________

Other details ______________________________________________________________________________________

__________________________________________________________________________________________________

How does your node connect to the city's proposed systems?Is the node on a line of the proposed system? ________________________________________________________

If not, how does it connect? ________________________________________________________________________

What type(s) of transportation does your node support?(Buses, Trains, Subway, Other?) ______________________________________________________________________

How do people get to your node?(Walk, Bike, Car, Shuttle, other?) ____________________________________________________________________

GREEN DESIGN SOLUTIONS:(This is a 'possibilities' list. You may eventually decide to focus on only one.)

SITE (EARTH MATTERS)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

WATER (USE AND PROTECT WISELY)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

ENERGY (MAKE WITHOUT FOSSIL FUELS & USE LESS)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

MATERIALS & RESOURCES (SAFE, EFFICIENT, RECYCLED, RECYCLABLE)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

INDOOR ENVIRONMENTAL QUALITY (MAKE COMFORTABLE AND HEALTHY ON THE INSIDE)

__________________________________________________________________________________________________

__________________________________________________________________________________________________

OTHER DESIGN IDEAS: (2D and 3D forms & shapes, textures, colors, materials, furnishings, equip-

ment, lighting, heating/cooling, shade, floors, walls, ceilings…)

______________________________________________ ______________________________________________

______________________________________________ ______________________________________________

______________________________________________ ______________________________________________

______________________________________________ ______________________________________________

______________________________________________ ______________________________________________

______________________________________________ ______________________________________________

PROJECT TITLE: (give your node a name)

__________________________________________________________________________________________________Collect other ideas, sketches, images, research, reports, interviews, etc. in a binder or folder along with thisform to keep all your design team's ideas together so you can refer to them during the design process.

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WHAT CAN PUBLIC TRANSPORTATION DO?

Teacher’s guide to the Transportation Station with classroom exercises, dis-cussion topics and homework assignments to get students thinking aboutpublic transportation. (intended for grades 6-8)

Improve MobilityPublic transit systems provide citizens in cities across the country with an alternative to reliance on personalvehicles. For some Americans, public transportation is the only available method of transportation. Forexample, some segments of the population such as the elderly and certain people with disabilities may notbe physically able to drive. In other cases, families may not be able to afford the purchase and maintenanceof a private vehicle. Public transportation offers these people an invaluable means of getting around theircommunity.

Discussion Topic: NO CAR. – how do we get there?Ask students if they know anyone who does not own a car or is unable to drive a car. Bring up sug-gestions such as a grandparent or great grandparent who no longer feels comfortable driving or afriend or relative that may have a physical disability that prevents them from driving. Also thinkabout discussing how expensive cars can be to buy and maintain. Then create a list of ways inwhich public transportation could benefit people without a car. Ideas include allowing them morejob opportunities, ability to visit friends and family, a greater sense of independence, etc.

Activity 1: IF YOU BUILD IT, WILL THEY COME?Have students poll their parents and family members if they would take public transportation towork if it was available and convenient. If the answer is yes, what do they see as the benefits? Ifthe answer is no, ask why not? Chart the class’ results. Discuss the overall findings as a group.

Decreases Roadway CongestionWhen people are able to use public transportation instead of using their own car or SUV, there will be fewercars on the roads and highways. This is desirable because it leads to fewer traffic jams, shorter travel timesand a reduced number of car accidents. City maintenance costs are also often reduced due to reduced wearand tear on existing roads. As a city grows, public transportation reduces the number of additional lanesneeded for existing roadways and virtually eliminates the need for new roadway systems which often have adetrimental affect on the neighborhoods they traverse.

Discussion Topic: STUCK IN A JAMAsk students to discuss their experiences with getting stuck in a “traffic jam.” Then discuss ways inwhich public transportation could help prevent traffic jams, such as reducing the number of cars onthe road and in the case of rail systems, providing commuters with a transportation option that ispractically immune to traffic jams.

Creates Economic OpportunityAccording to the American Public Transportation Association, every $1 invested in public transportation proj-ects generates approximately $6 in local economic activity. Additionally, residential and commercial realestate that that is served by public transportation has higher property and resale values than similar proper-ties that are not served by public transportation. Finally, public transportation systems can add hundreds ofjobs to the local economy.

Conserves EnergyAmericans use more energy for transportation than for any other activity. Since public transportation usesless than half as much energy as private automobiles, using public transportation is a great way to reduceenergy use. With gas prices reaching record highs this year, reducing the amount of energy you use, and con-sequently the amount of gasoline you buy, you can see real cost savings by using public transportation.

Activity 2: Cost Comparison...DO THE MATH Have students visit www.go-metro.com/costofdriving.html. This site is a calculator created byCincinnati’s METRO transit authority that will allow students to calculate the cost of commuting toand from work or school by car based on distance of commute, gas prices and vehicle MPG. Oncestudents have calculated this cost have them find bus fare information on the same site and calcu-

late how much they could save by riding the bus or another similarly priced form of public trans-portation.

Reduces PollutionCurrently, nearly all private automobiles rely on gasoline for power. Because of this, road vehicles such ascars, trucks and SUVs are America’s largest contributors to smog. Smog-filled air is harmful to the environ-ment, putting trees and plants at risk and causing and contributing to many health problems in people. Sincepublic transportation produces only a fraction of the air pollutants that private automobile use per rider,public transportation use can significantly decrease air pollution and smog.

Activity 3: SMOG in the NewsHave students use the internet or the library to find articles about how smog affected the 2008Summer Olympics in Beijing. What problems did smog pose to Olympic Athletes? What measures didChina take to attempt to reduce the amount of smog in the air leading up to the Olympics?

Helps create a City IdentityModes of transportation and their associated infrastructure can help create a memorable image for a cityand create an experience that tourists and visitors are eager to share. Notable examples include TheSubways of New York, Boston or Washington DC, The Street Cars of San Francisco, the Monorail Systememployed at Walt Disney World in Orlando, or even Double-Decker buses in London, England.

Discussion Topic: Have you ever...? Ask students if they have ever traveled to a city on vacation and used public transportation to getaround. What type of public transportation was it (subway, elevated train, street car, etc..)? Whatwas the experience like? Was it enjoyable? Did the public transportation make it easier or harder toget around?

Vocabulary List:

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WHAT CAN PUBLIC TRANSPORTATION DO?

NO CAR: How do we get there?Do you know anyone who does not own a car or is unable to drive?

Ever Been...STUCK IN A JAM?Why does traffic get backed up on the highway?

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... Improves MobilityPublic transit systems provide citizens in citiesacross the country with an alternative toreliance on personal vehicles. For someAmericans, public transportation is the onlyavailable method of transportation. For exam-ple, some segments of the population such asthe elderly and certain people with disabilitiesmay not be physically able to drive. In othercases, families may not be able to afford thepurchase and maintenance of a private vehicle.Public transportation offers these people aninvaluable means of getting around their com-munity.

... Decreases Roadway CongestionWhen people are able to use public transportation insteadof using their own car or SUV, there will be fewer cars onthe roads and highways. This is desirable because it leads

to fewer traffic jams, shorter traveltimes and a reduced number of caraccidents. City maintenance costs arealso often reduced due to reducedwear and tear on existing roads. As acity grows, public transportationreduces the number of additionallanes needed for existing roadwaysand virtually eliminates the need fornew roadway systems which oftenhave a detrimental affect on theneighborhoods they traverse.

Creates Economic OpportunityAccording to the American Public Transportation Association, every $1 invested in public transportationprojects generates approximately $6 in local economic activity. Additionally, residential and commercialreal estate that that is served by public transportation has higher property and resale values than similarproperties that are not served by public transportation. Finally, public transportation systems can addhundreds of jobs to the local economy.

Activity 1: IF YOU BUILD IT, WILL THEYCOME?Poll your parents and family members if theywould take public transportation to work if itwas available and convenient. If the answer isyes, what do they see as the benefits? If theanswer is no, ask why not? Chart your resultsand combine everyone’s charts as a class.What does this information tell you is neededfor your station tobe a success?

Activity 2: CostComparison...DO THE MATH Online, visit www.go-metro.com/costofdriving.html. UseMETRO’s calculator to calculate thecost of commuting to and from work orschool by car compared to riding thebus or another form of public trans-portation.

...Helps Create a City’s IdentityModes of transportation and their associated infrastructure can help createa memorable image for a city and create an experience that tourists and visi-tors are eager to share. Notable examples include The Subways of New York,Boston or Washington DC, The Street Cars of San Francisco, the MonorailSystem employed at Walt Disney World in Orlando, or even Double-Deckerbuses in London, England.

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transportation

modes

traverse

transit

MPG

invaluable

economy

notable

monorail

SUV

vehicle

commute

maintenance

...Conserves EnergyAmericans use more energy fortransportation than for any otheractivity. Since public transporta-tion uses less than half as muchenergy as private automobiles,using public transportation is agreat way to reduce energy use.With gas prices reaching recordhighs this year, reducing the

amount of energy you use, and consequentlythe amount of gasoline youbuy, you can see real costsavings by using publictransportation.

Activity 3:SMOG in theNewsHow did smogaffect the 2008Summer Olympicsin Beijing? Whatproblems did smog pose to Olympic Athletes?What measures did China take to attempt toreduce smog for the games? Use the internetfor your information search.

...Reduces PollutionCurrently, nearly all private automobiles rely ongasoline for power. Because of this, road vehi-cles such as cars, trucks and SUVs are America’slargest contributors to smog.Smog-filled air is harmful tothe environment, puttingtrees and plants at risk andcausing and contributing tomany health problems inpeople. Since public trans-portation produces only afraction of the air pollutantsthat private automobile use per rider, publictransportation use can significantly decrease airpollution and smog.

Vocabulary:

Have you ever ridden a_______ ? How many different kinds of public trans-portation have you ever used? Also askyour family, friends and relatives. Make alist to bring to class, and share your ortheir experiences.

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Handout #1, SITEPreserve Open land

EcologyBiodiversityErosion

Heat IslandsThermodynamicsPhysicsMicro-climates

Sun AnglesSolar SystemGlobal GeographyGeometry (angles / shadows)

Prevailing Winds & Weather Patterns MeteorologyClimatology

Water ConservationBiologyChemistryPhysics

Handout #2, WATERCincinnati Water Works, Teacher Resource Center:www.cincinnati-oh.gov/water/pages/-3329-/

Where does our water come from?Water CycleUrban SystemsBiology EcologyClimatology

Where does all the water go?Climatology Natural SystemsGeology Man-Made systems PhysicsEngineering

Water-MobileBalanceSymmetryFormManual ManipulationPhysics

Working Water Cycle MODEL —www.ucar.edu/learn/1_1_2_4t.htm

Handout #3, EnergySUNphysics

geologyobservationexperimentationcommunicating and evaluating

through charts and graphsPassive energy sourcesthermodynamics

Solar Classroom Activities:www.wattsonschools.com

WIND passive systemsharnessing for electricity

Wind Power Article & Activities (from “OurOhio.org”)www.ourohio.org/food_fam/htmlff_2/hh06_wind.php

EARTH geothermal, earth as insulator

ACTIVITIES:INTERIOR AIR CURRENTS

observationphysics of gasses

INSULATIONthermodynamicshypothesis, observation, conclusion

MORE energy related activities at www.ener-gyquest.ca.gov

Handout #4, Materials and ResourcesThink Globally, Buy Locally

manufacturingtransportationconservation

MORE info: www.cradletocradlehome.com

The three R’s — apply to buildings, too.

Handout #5, Indoor Environmental QualityClean Air — refer back to Handout #3, for Wind andair currents

BiologyMicro-pollutantsmechanical vs. natural systems

Good Lightingbiologyphysicselectronic systems (light harvesting)

Sun Anglesgeographyearth/space science

BONUS: VIDEO... Approximate 3O sun angle at NOONin Yukon, Canadian territory with “Sun Dogs” —have students research the phenomena and checkout this video. (amazing!)web.mac.com/sclimie/iWeb/Site/Sun%20Dogs%20November%2020,.html

Quiet Spaces AcousticsObservation, evaluation5 Senses

Other resources on sustainable developmentstrategies:www.sustainablenc.org/thewaytogo/main/index.htm

SITE Handout 1

Open landUn-paved, un-built areas whereplants can grow, provide shade,and use rainwater.

Sun AnglesStay Cool & Turn off Those Lights!Topic: Energy Conservation /Orientation to the SunAssignment: Discuss the effectsof the sun shining in the class-room or any room. On a sunnyday in the afternoon, how does aroom on the north side feel dif-ferent then a room on the southside of your school or home?Why is this the case? How isexposure to the sun different

throughout the day? Explore three (3) ways to shade the classroom and discuss advantages and disadvan-tages of them. How can sunlight be used effectively? Discuss the use of daylight and how it can reduce theneed for electric lighting.

Prevailing Winds & Weather PatternsWhich direction does our “next day’s” weather approach? In Cincinnati, our weather comes primarily fromthe West and NorthWest. Track the weather pattern on your favorite news weather website for a period oftime by printing the satellite images at regular intervals until you have 25 pictures. Create a flip-book of theimages, and see the weather fly!

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SITE Handout 1

Water Conservation

Rain water flows into storm sewers andpicks up contaminants on the ground alongthe way. Storm water in Cincinnati flowsdirectly to our rivers, and is not treatedlike our drinking water is. Using water on asite rather than letting it flow away, andminimizing hard surfaces conserves ourlocal, regional, and national waterways.Buildings can use rainwater to flush toilets,and to water landscaping.

Then there is GRAYWATER: Graywater ison-industrial (not from factories) waste-water generated from domestic processessuch as washing dishes, doing laundry andtaking a bath or shower. Every buildingmakes Graywater, and is more than half ofthe water that goes down the drain in ahouse. Find ways you can use graywater inyour project on your Ideas Form. HINT: “Wikipedia”.

» GREEN DESIGN SOLUTIONS:1. Compact buildings allow for more open

outdoor space.2. Balance buildings and hard surfaces

with planted areas, and/or use greenroofs.

3. Use all the rain that falls on your site.4. Orient buildings to use natural daylight

instead of electrical lights.5. Shape and place buildings to minimize

wind resistance (structures can belighter if the wind is directed aroundthem, making them cheaper to build).

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2WATER EFFICIENCY Handout 2

Where does our water come from?Ever wonder where the water comes from when you turn on the tap? In the Cincinnati Area served byCincinnati Water Works, the water comes from two sources: the Ohio River and the Great Miami Aquifer.

Water we use goes into the sewer system. The sewer system collects all drains (sinks, toilets,showers, floor drains) and leads the muck to thewater treatment plant where it is cleaned and re-introduced into the drinking water system.

Water that hits the ground can soak in andbecome GROUNDWATER, or runs into streams thatflow into rivers, that flow into the oceans.

Where does all the water go?“All drains lead to the ocean, kid.”

— Finding Nemo

WATER EFFICIENCY Handout 2

Keep our earth’s water cleanAll water on the earth has always been on the earth in one form or another. If one point of the water systemis polluted, the rest of the system suffers.

Here are some ways to help keep our water clean: Keep chemicals and man-made liquids away from storm drains. Use the water that falls on your property on your property rather than sending it down adrain. (irrigate landscaping or vegetable garden, make a pond or wetland garden) Clean driveways and sidewalks regularly from oil and other pollutants. When rainwaterfalls on hard surfaces, it picks up pollutants before running into the soil or storm drains.

» GREEN DESIGN SOLUTIONS:1. Collect rainwater from your building’s roofs for irrigation and use within the building or on your site.

Research GRAYWATER and how it can be used to reduce the amount of municipal (city) water your build-ings use (and pay for).

2. Use rooftop pools of collected rainwater for cooling in summer3. Use all the rainwater that falls on your site. Drain hard surface areas into landscape areas.

Visit www.epa.gov/kids/water.htm for interactive games about our earth’s water system.

(Outdoor) Water MobileYou can fill it with water, or hang them out in the rain, and voila! a gravity-powered fountain!

Supplies: plastic drinking cup (not styrofoam) 18+/- Glass or plastic beads, trinkets, doo-dads (they have to be able to get wet — remember, metal items will rust unless they’re aluminum.Thin wire or poly string / fishing line

!! no paper or paints ... it’s meant to get wet !!

Prep-work:1. Punch holes around the sides of the container, 6 equally spaced (+/-) about 1/4” from bottom, and 3 equallyspaced holes 1/4 “ from the top. Holes at the bottom should be twice as big as the string or wire to be used.

2. Cut three 30” long strings or wire for the ‘mobile’ parts to be attached to.

3. Cut three 12” long strings for the hanger pieces.

Project Steps1. String the bottom holes, by pulling each of the three 30” strings through two adjacent holes, starting out-side the cup. You should end up with six equally-long hanging strings from the bottom.

2. Arrange beads and doo-dads on each of 6 strings (number of major steps in the water cycle) Mount youritems at different heights for visual interest, order, and pattern.

3. Tie the 12” strings to three points on the top of the container, and connect together evenly at the top, sothe cup hangs level.

4. Test your mobile with water outside or over a bathtub.

Hang your mobile outside in a place where rainwater will fill it, and where the “runoff” can go into the soil.

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3ENERGY Handout 3

Power Sources and The Three Elements— an alternative [energy] band.

Lead singer: THE SUN — warms the earth and oceans. Is an integralpart of the water system. Provides humans with Vitamin D and is essential forhealth and well-being. Without sunlight, people get sad and depressed!

» GREEN DESIGN SOLUTIONS USING THE SUN:• Use sunlight to gain heat in winter on sunny days— provide shades that operate to shield windowsin summer to reduce air conditioning energy needs.• Collect the sun’s heat and transfer it through yourbuilding via a hot water system and/or use solar-heated water to reduce your hot water energyneeds.• Create electricity by using solar panels.

Guitar & Keyboard: WIND — As gentle as a soft breeze on a hot summer day or as violent as a cat-egory 5 hurricane uprooting trees and houses alike, the wind is a powerful force to be reckoned with. Windexposes the passage of time as it pushes the clouds across the sky. Always in motion from the spinning of theearth and heated by the sun, wind carries our weather, aids natural pollination, supports birds on the wingand cools the earth.

» GREEN DESIGN SOLUTIONS USING THE WIND: • Wind turbines harness the wind’s energy to generate electricity.

• Properly arranged interior spaces with operable louvers, windows andskylights can use local wind patterns to circulate air through a building,reducing the energy needed for mechanical air handling systems.

• Buildings (and the people within) need fresh air. If the same air re-cir-culates through a building for too long, bacteria, mold, dirt and dust par-ticles become health hazards. Fresh air = happy, healthy people.

\Drums and percussion: EARTH — the foundation for all human activity, the earth holds the sun’sheat, and radiates it back to the atmosphere. Variations in the earth’s crust create places for holding ortransporting water, provides shelter and rooting space for its inhabitants and is the constant, common back-ground to life as all humans know it.

» GREEN DESIGN SOLUTIONS USING THE EARTH:• Geothermal systems use the natural stable warmth of the earth at 10meters below the surface to heat a building in winter and cool it insummer.• Thermal Mass — earth berms or homes built into the earth reducethe weather exposure of the home, allowing the interior to retain it’sheat in winter and stay cool in the summer.

You will needThree of the following materials to test:

Down jacket

Plastic foam

Leaves

Gloves/mittens

Dirt

Aluminum foil

Cotton sock

Wool sock

Large piece of paper

FOUR small to medium glass jars with lids

(baby food, salsa, spaghetti sauce)

Large board or tray to place all your items

on.

A gallon jug of warm to hot water (don’t

scald yourself) from a sink.

A good thermometer

A note book and pencil

Step 1: On a page in the notebook, make a chart.Down the left side, list all of the different itemsyou’ll be testing, and create four columns across thetop labeled 1, 2, 3, and control.

Step 2: Quickly fill all the jars with hot water fromthe jug.

Step 3: Measure the temperature of the water ineach jar then screw on the lid. Write down the tem-perature of each jar on your chart. They should allbe the same temperature.

Step 4: Wrap or surround each of three jars withone of the materials, leaving one jar uncovered as a“control.” Place them all on the tray or board.

Step 5: Carry the board outside where it’s colder,and let them sit for one hour.

Step 6: When the first hour is up, take off the mate-rials, unscrew the lids and measure the temperatureof the water in each jar. Write down the temperaturein your notebook next to each item.

Step 7: Re-fill the jars with hot water, but this timeleave the jars outside longer (one, two, three hoursor more).

Step 8: Compare the differences between the tem-peratures of each of the jars. Which one(s) kept thewater same temperature as before? What materialswork better? Is there a point where none of thematerials works to keep the jars hot?

ENERGY Handout 3

Air CurrentsAir Moves! Really!

Example: Hot Air Balloon. ‘nuff said, right? To make it go up, turn up the fire. To make itgo down, keep the fire off. So what does that have to do with buildings? If hot air rises, inthe summertime, to get rid of excess hot air from a building, open an upper floor windowor a skylight. Rising hot air will “pull” itself out. This makes a vacuum. Open a low windowto let cool air in, and voila! Fresh air circulation with no electric fans required.

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You will needTwo deflated balloonsTwo empty soda bottlesTwo bowls or pailsHot waterIce cubes

1. Securely place deflated balloons over the tops oftwo empty soda bottles. 2. Put the bottles in two plastic bowls or pails. 3. Fill one container with hot water and one with ice

cubes. Observe what happens.

HOW does it work?? The hot water heats the air in one bottle and the icecools the air in the other. When air gets warm, itexpands and rises, which inflates the balloon. Cool aircontracts, causing the other balloon to shrink.

INSULATION — Do you really need that parka inAugust?Buildings use insulation to keep the heat IN, in thewinter time, and keep the heat OUT in the summertime. What kinds of materials are used to insulatebuildings? Why?

EXPERIMENT…You’re full of hot air!(“bottles and balloons” reproduced from: www.nationalgeographic.com/ngkids)

EXPERIMENT: What materials make the best insulation??(reproduced from www.energyquest.ca.gov/projects/)

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T 4MATERIALS AND RESOURCES Handout 4

Made in the USA / Made in Cincinnati — it’s not just being patriotic or “home town proud”...

When we buy materials that are manufactured close to the project, we invest in our localeconomy and reduce transportation costs & energy in the form of gasoline. Less miles totravel, reduces the amount of carbon emissions from trucks and semis.

Cradle to Cradlethings that just keep on going.. and going…

You… Buy a can of soda at the store,drink the soda, and send the can out in the recycling bin.

At the recycling center…cans are cleaned, crushed and bailedbails are melded down and some new aluminum is added molten aluminum is cast into INGOTS ingots are pressed into long, thin sheets, rolled up and sent to the can manufactureraluminum sheets are made into canscans sent to the soda company, are filled and shipped to the grocery store.

You… buy a soda can at the store,...

Did you know: The last sodacan you drank out of may containaluminum from a can that someonedrank out of in the 1960’s ?

Not all recyclables are being recycled… Be on the lookout for containers that the recycling company inyour area does not process. Not all materials that are labeled as “recyclable” can be re-made into “new”quality items. Some types of paper and plastics lose key properties once they’ve been through the systemonce, and one time through the recycling system, plastics usually end up as something that is not typically

collected.. Glass and steel are the two materials whichcan be used over and over again.

» GREEN DESIGN SOLUTION: Ask for and seek outitems and materials that have a long life (as what theywere intended to be) or, that are either 100% recyclableor biodegradable, that is, things that will never enter thelandfill system, and/or will be come food for the earth orits creatures.

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Recycling onealuminum cansaves enoughenergy to run aTV or computerfor three hours!

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MATERIALS AND RESOURCES Handout 4

You know all abut the 3R’sReduce - the amount of energy you use, and the waste you createReuse - items such as boxes and grocery bags Recycle - items such as metals, plastics, and paper

Green Buildings Go Beyond the 3R’s to... the 3P’s

PeopleBuild beautiful, functional, healthy buildings with daylighting, natural ventilation, andnon-toxic materials.

PlanetUse earth-friendly building materials. Use materials and systems that use small amountsof energy to make and operate. Make buildings more energy efficient, so less energy isneeded to operate them. Properly manage rainwater to control flooding & erosion, andeliminate pollution in all phases of the water cycle. Avoid building on wetlands and other sensitive lands.

Prosperity ($ cha ching! $)When resources are spent wisely on our buildings, everyone wins. Energy efficient build-ings save money, which is added to profits. ($ cha ching! $) Healthy, well-designed build-ings improve productivity ($ cha ching! $) and make happier and healthier employees andcustomers. Improved company image = instant marketing ($ cha ching! $).

Successful green projects take into account all 3P’s.List ways your project involves these ideas.

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INDOOR ENVIRONMENTAL QUALITYHandout 5

Buildings shelter and provide spaces for human activity, so they must provide what humans need:

Clean AirAir carries lots of things that can hurt people if concentrated. “SickBuilding Syndrome” is partly caused by bad air circulation, and is whenpollen, dust, bacteria, and other icky things get built up in the systemand make people who spend time in the building sick.

By using special filters and sensors that measure toxins in the air, thefresh air that needs to be pulled into a building can be reduced. Thismakes the temperatures easier to maintain and so it takes less energyto heat and cool it.

DaylightTurn off that light! Use sunshine to light spaces during the day - the tricky part is reducing glare that makesyou want to close the blinds or shades.

THINK ABOUT IT »»» On a sunny day, is it easier to see things around you with or without abaseball cap to shade your eyes? Why?

» GREEN DESIGN SOLUTION: Where there are windows that are in the sunmost of the day, buildings need shading systems so the light can be used, but itisn’t harsh or glaring. Exterior sun shades, fins, and operable louvers are somemethods of shading. Deep overhangs (where the roof hangs way out like abaseball hat over the window areas) also do the job. Making large windowstranslucent, lets the sun light up the room without the heat and glare ofdirect sunlight.

Quiet SpacesLoud spaces make it hard to hear people talk, and some-times hard to hear yourself THINK! Noise from the airconditioner or furnace, echoes off of hard surfaces fromactivities in a room (ever notice how the bathroom islouder than your bedroom?) can be very distracting —especially in a classroom or office where people aretrying to work!

When talking about how sound acts in a space, you’retalking about acoustics.

INDOOR ENVIRONMENTAL QUALITY Handout 5

Healthy MaterialsEver walk into a room that’s just been painted? Or sat in a brandnew car? Or walked over a newly installed carpet? What do thesethings smell like? Did you know that new stuff doesn’t have tostink? Many of the materials we use every day give off vapors intothe air around them. It’s not always harmful, but the less a newmaterial smells bad, the better.

» GREEN DESIGN SOLUTION: Use materials that have No- orLow-VOC (Volatile Organic Compounds). Products that are Low-VOCrelease little to no vapors into the atmosphere. (Things that don'tsmell bad when they're new.) Hundreds of manufacturers are work-ing to make their products healthier for humans and the environ-ment.

Comfortable TemperaturesSpaces with controlled heat gain (sun shading), combining withnatural ventilation & circulation, and digital heat and coolingcontrols are easier for the people inside to control and makecomfortable to work in.

ACTIVITY: How much dirt is in YOUR air? Ask your parents if you can help change the air filter in your home’s furnace the next time it’s due. (filters should be changed monthly to reduce strain on the fans and save energy) Weigh the new filter before puttingit in place. Weigh the old filter (with all the dirt and dust) beforethrowing it out. Since the filters themselves are probably the same sizeand manufacturer, the difference in weight will be the amount of dirt ithas caught out of the air in you home. Divide the weight by the num-ber of days since the last time the filter had been changed. How manyounces of dirt/dust were collected per day? Think about ways you canreduce the amount of dirt/dust in the air in your home.

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Drawing like an architect

The activities in this section are designed for you to conduct with your class. Directions to you, the teacher,are in italics. These would also be appropriate for your architect's return visits. Ask your architect to bring inexamples of drawings from their work.

Drawing Activity: Plan, Section and ElevationArchitects use three main kinds of drawings to show what their designs look like and how they are built.These are the PLAN, the SECTION, and the ELEVATION.Introduce this to students and write the words, “plan” “section” and “elevation” across the board,

leaving room for you to sketch the pepper beneath each word along with them.

Materials:Each team or table of students: 3 green peppers, a cutting board, a knife (you can also pre-cut the peppers and hand them out one at a time as you go through the activity)Each Student: a pencil, a blank sheet of paper oriented horizontally and creased in thirds

When their papers are named & folded, walk through the following instructions:

1. Set the first pepper on the desk or table in front of you. Crouch down andlook at it with your eyes level with the side of it. What you see is the ELEVATIONof the pepper. Draw what you see in the first section of the paper. An elevationis a drawing of the side of a building, and is a direct, perpendicular view to thewall you are drawing.

2. Slice the second green pepper in half horizontally. What you see when youlook down into the bottom is the PLAN of the pepper. Draw what you see in thetop half of the middle section of the paper. When you draw the plan of a build-ing, you are showing a horizontal 'slice' at four feet above the floor. When youlook directly down at the top of the un-cut pepper, what you see is the “ROOFPLAN”. Draw the roof plan of the pepper below the floor plan. Try to orient theshape of the pepper the same way for both drawings. On the Floor Plan, shade inthe thickness of the “walls”.

3. Slice the third green pepper in half vertically. When you look at the cut side ofeither half, you see a SECTION view of the pepper. Sections show vertical relation-ships between spaces in a building, and the walls beyond the 'cut line' can bedrawn in elevation within the section. Just like the plan, it's a “slice” through theobject - shade in the thickness of the walls, roof and floor like you did for the wallson the plan.

Vocabulary

Plan HorizontalSection VerticalElevationPerpendicular

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Drawing Activity: Drawing to ScaleScale can be a tricky concept to get across, but this multi-part activity will help you and your students tounderstand and be able to create scaled drawings & models.

MaterialsArchitectural Scales (each registered 2009 ABC teacher will receive 5 architectural scales)Each Student: standard 12” ruler, blank piece of paper (lined or graph paper ok too)

Copy the sketch to the right onto the board, large enough

for all to read.

Part 1

Introducing DimensionsVerbal Introduction:

Architectural drawings show how big things need to be, sothey're labeled with the dimensions of all the parts so thebuilder can build it. (an example from your architect

would be helpful to have on hand)

This is how we write dimensions on a drawing.

Walk through the breakdown of the parts of the dimen-

sion notation in the drawing you copied onto the board

1. Ask students to use the ruler to draw a rectangle in themiddle of the page that is 3 inches wide and 5 inches tall.

Part 2

Introducing the Concept of ScaleVerbal Introduction:

What does it mean when we say that drawing is “to scale”? Since we can't draw a building as big as it really is(your school building won't fit on even a large piece of paper!), we 'shrink' it down so it fits into a manage-able picture, but we still need to be able to measure it as we work on the design. So, we shrink it down byusing a ruler in a new way: an inch or a fraction of an inch represents one foot of length. This can be donewith a regular ruler (with a bit of mental math), but architects usually use something called an ARCHITEC-TURAL SCALE. == pass around your scales == It's a special kind of ruler that is marked so that when you read1, 2, 3, etc., instead of inches, they are actually 'feet', just shrunken down like a dollhouse or matchbox car.The smaller the fraction of an inch that is used to equal a foot, the smaller the “scale” of the drawing.

Another example of something 'scaled down' are model train sets. They're labeled differently, (O, H, HO, G,N, etc.), but each of those 'scale' designations represents a fractional scale, so that if you get parts from dif-ferent places, getting the same scale makes sure it all fits together.

2. Have students measure the box they drew using the 1/4” edge of the Architectural Scale, and have themwrite down the dimensions in feet and inches. (for younger students, do this larger on the board with them,so they can see and copy). The box will measure 12'-0” wide, and 20'-0” tall at 1/4”=1'-0” scale. Ask students tocheck out how big the box is at other scales. How big is it at 3”=1'-0” ?

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Part 3

Drawing Yourself to ScaleMaterials:

K-6 Roll-paper for making full-size outline tracings of kidsK-12 Architectural scales

Standard 12” rulerTape Measureeach student: DRAWING TO SCALE HANDOUT, pencil

K-61. Create full-size outlines of each student on roll paper. Arms should be down to the sides. Feet should beflexed, with the soles of the shoes at the bottom edge. Before they get up, draw horizontal lines at the ankle,knee, wrist, elbow, shoulder, chin, eyes, and top of head, similar to the handout. Have them write theirnames on their outline's 'shirt'.

2. Hang the tracings on the wall with the “feet” on the floor. (point out now they now have “elevations” ofthemselves at “full-scale” meaning the drawing is the same size they are. It's a really BIG drawing! Ask, “canyou draw the school building or your house at “full scale”?”).

K-12(6th grade and up could start here)3. Have students pair off and measure themselves (or their full-size elevations) to fill out the DRAWING TOSCALE handout. As they work, check to see that they are writing the dimensions with proper notation (see“Introducing Dimensions” activity).

4. Once the dimensions are filled out, have them draw themselves in the graph paper section of the hand-out, using the 1/4” side of the architectural scale. You may need to walk through the scale translation of a fewdimensions of yourself on the board to show the process.

DRAWING LIKE AN ARCHITECT

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Optional Homework Assignment:1. Have students measure their rooms at home, and draw a floor plan and the elevation of a wall with awindow in it using the conventions on the back of the DRAWING TO SCALE handout.

2. Evaluation — Have students write about their space. Is your room comfortable for the activities you do init? Would it be too big or too small for other activities? Why?

For the Project: How Big is Big Enough?Have students measure and evaluate different spaces that they use for eating, washing, cooking, sleeping, etc.How much space do you really need for these activities? Green building utilizes the concept of efficiency notjust in regards to energy, but also in materials. Smaller structures use less material. How small of a housecould someone live in? Can some rooms be used for more than one purpose? Why or why not? Send studentson a web quest for examples small living spaces.

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Drawing Activity: Freehand Architectural blind contour drawing. It sounds simple, but is a challenge, even for those of us who “draw for a living”. Can be done on-site (fieldtrip), or with photographs in the classroom or at home.

1. Identify a local or internationally recognized building to draw. Each student should have easy access toan image (in-person, projected, or a print sitting on their desk) of the exterior of a building.

2. Ask students to draw the building without looking at their paper. Some find it easier when they do not lifttheir pen.

Drawing Activity: Massing Study

Part 1: Fields of color - NO LINES.Can use the same building, or image as the free-hand exercise, or something different.

Materials: crayons, pastels, or watercolors

1. (same as step 1 above)

2. Select two or three colors or shades of gray to work with.

3. Ask students to “draw” the building using only fields of color. No line-work allowed. They will need to payattention to the effects of light and shadow on a surface.

Part 2: Massing Blocks1. (same as above) - new paper.

2. Directive: only draw the essential components.

3. Trace the building (or draw it while looking at the paper) and break down the form into masses - thelargest shapes that make up the building. Disregard the ornamentation (the small details) and only focus onthe essential elements.

For Example: Union Terminal would be a horizontal line for the ground, a half circle for the rotunda, and tworectangles for the wings.

FOR THE PROJECT: After studying several examples, create your own mass composition. Then embellish itwith details.

Drawing Activity: Diagramming Diagramming exercises to communicate design features or a point about the building in an abstract image.

Buildings do many different things all at once. Focusing on one specific function throughout a structure helpsyou to see or even find relationships between the parts of a building that you don't necessarily notice upfront. This exercise is performed on an existing building, but the concept can be used for design as well, bydiagramming the DESIRED way a certain aspect functions in a particular project.

1. Identify a familiar building. Can be the students' homes, the school, etc.

2. Select four functional categories: light, wind/airflow, entry, circulation, water, energy, sequence, etc.Your architect should be able to come up with more.

3. Each student draws four corresponding boxes on a page, and draw a diagram for each category within theboxes.

Diagrams can be bubble-diagrams, paths, arrows, different shapes, etc. Hint: do a web-quest for graphic dia-gram images.

For the Project:Have students create diagrams representing essential ideas/components/functions of their station design.What do their diagrams tell them about what the building should look like? Or do they?

DRAWING LIKE AN ARCHITECT

modeling

Information, tips, tricks, and resources for modeling...

Most projects submitted to the ABC design competition are 3D - however, some outstanding 2D presentationshave been submitted and have won awards, so don't feel like you HAVE to build models in order to have that'wow' factor. See the photos of winning projects on the ABC web page (under 'past projects') as well as past-project images on the PowerPoint presentation for examples.

General Tips:Valuable items such as dolls, building system toys (Legos, Tinker Toys, etc.), matchbox cars, dollhouse furni-ture, etc. are STRONGLY DISCOURAGED for projects that will be submitted for exhibition. While every effortwill be made to keep projects safe, it is a highly trafficked public space and we cannot guarantee safety.

Hot glue is a favorite for the speed it allows when putting together projects. Please be aware that someplastics such as polystyrene give off fumes when in contact with hot glue. Always work in a well-ventilatedarea and use caution with 'found' materials and hot glue.

White Glues such as Tacky-glue and Sobo (there are other 'craft' glues too) dry a little faster and are moreviscus than Elmer's, so they stick better to what you're working on. With all typical white school and craftglues, tight connections and a “less is more” ethic work best for both speed of construction and the overallstrength of the model.

Modeling Activity: Collecting Modeling MaterialsPut “re-use,” the second of the three R's, to work for you.

As soon as possible, begin to collect the following:cardboard, construction paper, card-stock, thin-cardboard boxes of all shapes, plastic cups, emptied (cleaned& dried) soda bottles, straws, sticks, rocks, doo-dads, formed plastic bits from packaging, pretty much allkinds of packaging discards that do not have food or toxic residue.

• Designate a team of students to develop a flier to print and send home in backpacks asking for materials.

• Have all students create a designated collection box at home, and ask their parents to bring bits home fromthe office.

• Place COLLECTION BINS around the school - Library, Office, Teacher's Lounge, Parent Center, etc.

• Have students prepare a presentation to the teaching staff about the project and the materials they arelooking for as the start of having the collection bins around the school.

• You'll have an impressive collection of “possibilities” in no-time.

Modeling Activity: Getting to Know Your Materials (card-stock)Design and build a mini dog house.materials: two 4”x8” sheets of card-stock (scale: 1” = 1'-0”) per student

scissorspencilruler or scale

K-8 RULES - use minimal tape. no glue. Utilize non-tape connections wherever possible (see below)

9-12 RULES - NO tape, glue, string, or other second-party fastening materials

Suggested Connections:Tabs & SlotsFolds / ScoringAsk students if they can come up with others - hint: do a web-quest for images of “packaging designs”

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TSTransportation Station — Resource List

Books:

New Transport Architectureby Will Jones, Octopus Publishing Group, 2006ISBN: 9781845332181Efficient transportation is key to both economicprosperity and quality of life in the 21st century.Here are thirty-five of today's best design solutions-from Philadelphia International Airport to the FultonStreet interchange in New York's subway system,from an innovative U.S. border station toYokohama's futuristic ferry terminal. This book con-tains copiously illustrated case studies together withessays exploring the larger architectural issues.

Still Standing — A Century of Urban TrainStation Designby: Christopher Brown, Indiana University Press, 2005 ISBN: 0253346347This beautiful photographic collection of urban trainstation design covers a 100one hundred-year periodfrom roughly 1850 to 1950. Striking original photo-graphs chronicle forty large passenger station build-ings still in existence in cities around the world.From the great terminals of London, across theworld to Auckland, New Zealand; from Toronto'sUnion Station to the grand and crumbling RetiroStation in Buenos Aires—vastly different architectur-al forms are displayed and presented chronological-ly. One-third of the stations included are among thebest America has to offer.

The Destruction of Penn Stationphotographs by Peter Moore, Art Publishers Inc., 2000ISBN: 1891024051The decision in 1962 to replace the old Penn Stationand its subsequent demolition ultimately proved tobe key moments in the birth of the historical preser-vation movement—a movement that came too lateto save Penn Station itself. But during this periodone might, on any given day of the week, have seenPeter Moore in the station, carefully photographingthe building and the process of its destruction.Moore visited the station again and again between1962 and 1966 to document its architectural form aswell as the drama of its ''unbuilding.'' The resultingphotographs combine compositionally elegantimages of architectural form and details with haunt-ing pictures of glass and masonry stripped awayfrom steel girders as the building is progressivelydemolished.

Manhattan Gateway — New York'sPennsylvania Stationby: William D. Middleton, Kalmback Publishing, 1996ISBN: 0890241775The book contains both a written and photographicrecording of the history of the various plans to get

the Pennsylvania Railroad into Manhattan (over andunder the Hudson River.) and out to the northeast(across Hell Gate), and the monument that was PennStation. Covers the tragic loss of that great edifice tothe Quislings of Penn. The book includes great linedrawings of the interior and exterior of train sta-tions in New York.

Modern Trains and Splendid Stationsby: Martha Thorne, Merrell Publishers Limited, 2001ISBN: 1858941490Inter-city rail travel is one of the dominant facts ofmodern life. In the wake of the railway renaissanceof the 1980s and 1990s, new train stations from theUS to Japan must respond to increasingly complexchallenges, as high-speed trains become more andmore common and the next generation of magneti-cally levitated trains approaches. The state-of-the-art examples featured in Modern Trains andSplendid Stations are analyzed from several perspec-tives: as generators of urban renewal, as new archi-tectural icons, and as connecting points for differentmeans of transportation. The work of such interna-tionally renowned architects involved in stationdesign as Meinhard von Gerkan (Germany), NicholasGrimshaw (England), Santiago Calatrava(Switzerland), and Arata Isozaki (Japan) is promi-nently illustrated in full color. Featuring the newestdesigns for the ICE train in Germany and the TGV inFrance, as well as the Japanese bullet train and thenortheastern US corridor's high-speed Acela service,Modern Trains and Splendid Stations presents thevery latest trends in rail travel, affording a glimpseof what passengers can expect in the twenty-firstcentury.

Station To Stationby: Steven Parissien, Phaidon Press LTD, 1997ISBN: 071483467This thoroughly readable, irresistible volume on rail-road-station architecture is filled with pictures andillustrations of current and past railroad stations.Filled with such memorabilia, Station to Station islike a long, wonderful journey in which the stationsthemselves are the attractions to visit. There areearly timetables, plans, and elevations for many ofthe most famous stations, antique baggage-claimchecks, and sepia prints of ribbon-cutting cere-monies.

The Cincinnati Union Terminal — PictorialHistory 1933Cincinnati Chamber of Commerce, 1933, reprinted1987ISBN: 0911497056This book commemorates the dedication of UnionTerminal. Original photographs of the constructionand the early years of operation of Union Terminalare featured in this book.

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Cincinnati Union Terminal — The Design andConstruction of an Art Deco MasterpieceCincinnati Railroad Club, 1999ISBN: 0967612500This book contains 176 pages and over 250 color andblack and white photos of the construction, archi-tecture and interior design of the Union Terminal.Airports - A Century of Architectureby: Hugh Pearman, Harry N. Abrams Publishing, 2004ISBN: 081095012The airport terminal, the most important buildingtype in the world of transportation, is also the siteof the most ambitious and innovative achievementsin 20th century architecture. Noted architecture crit-ic Hugh Pearman takes the reader on a journeythrough the history of these majestic beauties andpredicts what the future has in store. Among thespectacular designs featured here are EeroSaarinen's TWA Terminal in New York, Renzo Piano'sKansai International Airport in Osaka, Japan, andNorman Foster's Chek Lap Kok Airport in Hong Kong.With more than 300 photographs, drawings, andposters, this book will be a valuable resource forstudents to use during the ABC competition.

The Railroad Station — An ArchitecturalHistoryby: Carroll L.V. Meeks, Dover Publications, inc. 1995ISBN: 0486286274A profusely illustrated book that chronicles evolu-tion of station architecture in Europe and Americafrom 1830s to 1950s. 231 views—photographs, illustra-tions, floor plans and cutaways.

Super Structures — The World's GreatestModern Structuresby: Neil Parkyn, Merrel Publishing, 2004ISBN: 1858942381This book presents the most ambitious, awe-inspir-ing and advanced engineered structures of the lastone hundred years. International coverage includesall types of major constructions, from enormousdams and vast wind tunnels to high-speed-railwaylines and international airports; from space-explo-ration launch sites and massive oil platforms to asuccession of remarable tunnels and bridges. Largeformat, clearly organized, profusely illustrated andaccessibly written. Although only a small portion ofthis book is dedicated to transportation students,could use the other portions as inspiration fordesign ideas.

A Study of Airports Design, Art & ArchitectureU.S. Department of Transportation, 1981The Federal Aviation Administration has publishedan illustrated reference, ninety one page sourcedocument. The document emphasizes achieving anattractive airport while improving the safety andefficiency for the airport user. Increased productivi-ty can reduce operational problems which oftenplague airport managers. Numerous examples, care-

ful evaluations, and good design concepts areoffered in this publication. It is a source of ideas andan effort to raise the awareness level of all interest-ed parties to improve the quality of life, especiallyin our busy, often stressful airport terminals.

Railway Stations — Masterpieces ofArchitectureby: Charles Sheppard, TODTRI Book Publishers, 1996ISBN: 1880908638This book is filled with spectacular color photos ofthe awe-inspiring rail stations located in the world'sgreatest cities evoking the adventurous spirit of rail-way travel.

American Airport DesignsLehigh Airport Competition: Taylor, Rogers & BlissIncorporated, 1930This great old book is loaded with pictures of air-ports and terminals the way they appeared in theearly 20th century.

Great Railway Stations of Europeby: Marcus Binney, Manfred Hamm, Alex Foehl,Thames and Hudson, Inc., 1985This book, with 107 illustrations, shows the contrastbetween the railway architecture among differentEuropean countries.

Buildings and Structures of American Railroadsby: Walter G. Berg, John Wiley & Sons, 1904This very old book is filled with detailed descriptionsand line drawings of every imaginable railroadbuilding that existed in the early 20th century. Thisbook would be great to use with students who havean interest in railroad transportation before moderntransportation inventions were created.

The Architecture of Transport in the FederalRepublic of Germanyby: Karlhans Muller, 1984ISBN: 3787901965This book is filled with 171 pages of pictures thatshow the evolution of Germany's transportationarchitecture throughout its existence.

Airport Terminalsby: Christopher J. Blow, Butterworth Architecture, 1991ISBN: 0750612789Airport passenger terminals have become a majornew public building-type representing transporta-tion in the late twentieth century. The functionalplanning of facilities for aircraft and people and thearchitectural forms to accommodate them are ofgreat interest to designers and the myriad of peoplewho work in and visit airports. The book is a dis-course rather than a design guide. It is written for amature reader and illustrated from the author'sexperience.

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ialsReading Terminal and Market

by: Carol M. Highsmith and James L. Holton, ChelseaPublishing, 1994ISBN: 0962087718The authors of this book have frozen great memoriesin time. In rich text, mesmerizing historic photogra-phy, and photographs of the terminal reborn assoutheastern Pennsylvania's stunning conventioncenter, this book captures the gritty story of a never-say-die landmark. This book is filled with pictures ofthe birth of the station, the station in use throughoutthe years and its stunning transformation.

The American Train Depot and Round Houseby Hans and April Halberstadt, MotorbooksInternational Publishing, 1995ISBN: 0760300038The text of this labor of love carries the reader backto the thoughtful architecture and important civicmission of train stations in America. Personal jour-neys, the mail, news, and gossip flowed throughdepots as trains linked towns, counties, states, andthe nation. The 150 color photographs have a specialclarity of detail that honors the design and crafts-manship of these buildings. The authors are restora-tion zealots with solid arguments for preservingtrain stations, arguments that appreciate the aes-thetics but care more deeply about the historic valueof these specialized buildings. A mix of history les-son, architectural study, and nostalgia, this book caninform the young while reassuring older readers.

Grand Central Gateway to a Million Livesby: John Belle and Maxinne R. Leighton, W.W.Norton & Company, 2000ISBN: 0393047652This book is a colorful history of a remarkable build-ing, the architects, politicians, and celebrities con-nected to it, as well as its impact on our culture, andthe recent renovation. This is the story of GrandCentral Terminal in New York City, a remarkable andbeautiful building whose birth, survival, and restora-tion reflect not only the changes that have takenplace in our country's history, culture, and socialconsciousness but also the critical role architectureplays in the expansion of our cities.

The Late Great Pennsylvania Stationby: Lorraine B. Diehl, Houghton Mifflin Company, 1985ISBN: 0828111812This book offers a moving and tragic account of thehistory, creation, and the ultimate demise of theoriginal Pennsylvania Station in New York City. Anelegant symbol of turn-of-the-century classicism, thestation was designed by the preeminent architects ofthe period, McKim, Mead & White, and completed in1910. Accompanied by eighty vintage photographs,Lorraine Diehl lovingly documents the laborinvolved in the creation of this great building andtraces the mid-20th-century development interestsand capitalist forces that destroyed it in 1963. This

book convincingly reasserts the profound impor-tance of our public urban architecture—culturally,socially, and aesthetically—to our collective memoryand history.

National Airport Terminal by: Cesar Pelli and Associates, Rockport Publishers,2000ISBN: 1564965457Cesar Pelli & Associates Architects created a spec-tacular three-level terminal, approximately one mil-lion square feet, to accommodate sixteen millionpassengers each year. Readers of this book will bethrilled and inspired with this closer look at the newterminal that has caught the admiring eye andearned the appreciation of thousands who put it tothe test each day.

Architecture — Form, Space, and Orderby: Francis D. K. Cheng, John Wiley and Sons, Inc.,1996a comprehensive primer on the ways form and spaceare interrelated and organized in the shaping of ourenvironment; graphic analysis of how the varioussystems interact and interrelate into a complex andunified whole (spatial, structural, enclosure, circula-tion, and context); examples of architectural works;numerous black-line drawings; glossary

Building Inside Nature's Envelopeby: Andy Wasowski, Oxford University Press, 2000Every year, many thousands of acres of woodlands,deserts, meadowlands, and coastal scrub are turnedinto home or commercial sites. Ironically, by thetime these structures are complete, bulldozers havescraped the land clean of its natural vegetation andcharacter, much of which attracted buyers in thefirst place. In this book, Andy Wasowski introducesa new and exciting technique for salvaging the natu-ral land upon which we build new homes, newoffices, or even new shopping centers. The authorintroduces the idea of the Envelope, an approach toconstruction that is cost effective, simple, and envi-ronmentally responsible. A structure built withinnature's envelope looks as if it has been gently setdown into a mature and established landscape—which is the easiest kind of landscape to maintain.

Green Architectureby: James Wines, Koln Publishing, 2000ISBN: 3822863033examples of contemporary ecological architecturepresented are works by Emilio Ambasz, GustavPeichl, Arthur Quarmby, Jean Nouvel, Sim Van derRyn, Jourda and Perraudin, James Cutler, StanleySaitowitz, Francois Roche, Nigel Coates, and MichaelSorkin; this generously illustrated alternative historyspotlights an eclectic assortment of lesser-knownarchitects (including Wines himself) who, in widelyvarying degrees, incorporate ecological awarenessinto their designs; in de-architecture, Wines explores

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architecture's psychosocial relevance and offers thelatest installment in his crusade to expand the limit-ed vision of today's architects, spurring them on tocreate structures that respond equally to the needsof the natural environment and its inhabitant

Green Architecture, a Guide to SustainableDesignby: Michael J. Crosbie, Rockport Publishers, Inc., 1994ISBN: 1-56496-153-2a comprehensive guide to the work of architects anddesigners who represent the cutting edge of sustain-able or green architecture; buildings featured areenvironmentally sensitive, harmonious with the nat-ural features of their sites, consume less energy,accentuate natural daylight, and contain materialsthat are ecological, recyclable, or are derived fromsustainable sources; numerous photographs

New Organic Architecture, the Breaking Waveby: David Pearson, University of California Press, 2001ISBN: 0-520-23289-5Architect David Pearson examines the tradition ofcurvilinear, asymmetrical architecture and gathersstatements and examples of the work of contempo-rary architects from around the world that relate toforms in nature rather than to the stark geometry ofthe modern tradition in architecture.

Skinny Streets and Green Neighborhoodsby: Cynthia Girling and Ronald Kellett, Island Press,2005weaves together the most innovative thinking inurban planning and urban ecology drawing fromeighteen case studies; these green neighborhoodsare the best examples of how the natural environ-ment can play an integral role in neighborhoods; thisbook provides proven methods to solve complexproblems such as how to make communities accessi-ble and walkable while better integrating naturaland urban landscapes; in these communities, wood-ed areas, meandering streams, and wetlands areplanned for and planted to clean the air and thewater, while skinnier streets and accessible pathsconnect to a transportation network that providesservices close to home

Structures, the Way Things are Builtby: Nigel Hawkes, Macmillan, Inc., 1993ISBN: 0-02-000510-5From the ancient to the modern, the text showsunsurpassed examples of transformation of a visioninto a miraculous reality; the largest, longest, high-est, most massive, and most ambitious structuresever made shown with a wealth of photographs,working diagrams, cutaway drawings, and etchings

Sustainable Architecture and High Technologyby: Catherine Slessora global survey of forty of the most remarkablebuildings of the 1990's that use high-tech forms and

materials for environmentally intelligent design; theintroduction charts the evolution of high-tech archi-tecture and its progression towards more ecologicalconcerns; numerous photographs

WEBSITES:

http://www.gruzensamton.com/port_arch_transportation.htm This website includes pictures andwritten descriptions of recently competed trans-portation hubs. There are six designs described onthe website including subway stations and ferry ter-minals. This website is a great place for students tostart to see real life examples of recently construct-ed buildings that fit into this year's ABC project.

http://www.anilverma.com/projects.html Thewebsite of Anil Verma, Inc. has numerous drawingsand description that the architectural and engineer-ing firm has built. The structures are cataloged in aneasy to use directory that list categories such as lightrail, transportation planning, airport, monorail, peo-ple movers, ports, commuter rail and many more.This website would help students think about how tosolve many of the problems that face architectswhen they are designing transportation architecture.

http://en.wikipedia.org/wiki/Transportation_hub This wikipedia page is a greatresource for elementary grades. Readers at mostability levels will be able to read and understand thegiven information about transportation hubs. Thewebsite also has a valuable list of links at the bottomof the page which leads to a variety of mass transitsites on wikipedia.

http://en.wikipedia.org/wiki/Light_rail Thiswikipedia page provides the basics about light rail.Topics covered on this website include definitions oflight rail, categories of light rail, history and compar-isons to other mass transit systems. Near the bottomof the page is a gallery of rail systems/cars that areused throughout the world.

http://www.mta.info/nyct/maps/submap.htmThis website shows a detailed map of New York CityTransit Authority's services. The site gives studentsan idea of how a large mass transit system couldservice a large geographical area. A power pointfound on the home page of this website (MTASustainability Webinar, June 2008) demonstrateshow sustainability can be designed in a large masstransit system.

http://www.hughpearman.com/2007/16.htmlThe railway station that skipped a century: London'stransformed St. Pancras. This website describes how arailway station in London was updated to fit theneeds of today's commuters. The website includes pic-tures of both the original station and the updated one.

http://mic-ro.com/metro/metroart.html A guideto the fifty most beautiful subway systems in theworld. Subways need not be boring or dreary! Manyoperators of metros, subways or underground rail-ways want to attract more passengers with good sta-tion design. This often means extra effort and highercosts for the metro operators but, it seems to pay offwhen a metro is more than just a means of transportbut something of which the residents can be proud.

http://www.worldarchitecturenews.com Clickon the Transport link on the left hand side of thepage to find a page that lists over fifty news articles,editorials and design features of current transporta-tion architecture topics. This is a great resource tosee mass transit architecture is currently being built.

http://www.greatbuildings.com/gbc.html Thiswebsite bills itself as the leading architecture refer-ence site on the web. This gateway to architecturearound the world and through history documents athousand buildings and hundreds of leading architectswith photographic images and architectural drawings,integrated maps and timelines, 3D building models,commentaries, bibliographies, web links, and more,for famous designers and structures of all kinds.

http://www.whygreenbuildings.com/ GreenBuilding Encyclopedia—A website filled with links toanswer sustainable architecture questions.

www.corsinet.com/trivia/b-triv.html unusual,unique, and uncommon facts about art and architecture

http://enertia.com/envirarc.htm environmentalsustainable architecture; basic description and com-ponents listed

www.arch.hku.hk/research/BEER/sustain.htmbackground information for sustainable architecture,definitions, concepts, issues, strategies, and refer-ences; numerous links to other Web sites

architecture.about.com/od/greenconcepts arti-cles and resources providing an overview of ideas andphilosophies related to sustainable development andthe relationship between architecture and ecology

www.forbes.com/leadership/2006/07/27/ledadership-design-buildings-cx_pgb_0727green.html?partner=topix an articletitled “Sustainable Design Going Green” by Phillip G.Bernstein; has links to numerous greenest officebuildings throughout the world with a picture anddescription of each

www.funtrivia.com/quizzes/humanities/architecture.html nine on-line architecture quizzesfrom easy to tough

www.greeenenergohio.org Green Energy Ohio; anon-profit organization dedicated to promoting envi-ronmentally and econonically sustainable energypolicies and practices in Ohio; provides informationabout the use of various green/clean energy andavailable speakers; information about southwest Ohiosolar tours; virtual Ohio solar tour (free registration)

www.lib.berkeley.edu/ENVI/GreenAll.htmlnumerous green design/sustainable architectureresources from UC Berkeley Library

www.smartcommunities.ncat.org/overview/ovintro.shtml U.S. Department of Energy; creatingenergy smart communities; an overview of sustain-ability, introduction, definitions/principles, successstories, educational materials, other resources, casestudies, forums, and links to government sites andnumerous other sites

www.sustainableabc.com/bookstoreabc.htmlthe Sustainable ABC book store is an ever-changingcollection of literature culled from the best authorson eco architecture, green building and healthy living

www.umich.edu/%7Enppcpub/resources/compendia/ARCHpdfs/ARCHdesIntro.pdf a paperpublished by the University of Michigan that con-tains the fundamentals and principles of sustainabledesign as well as methods for achieving sustainabledesign

www.usgbc.org U.S. Green Building Council; acommunity of leaders working to transform the waybuildings and communities are designed, built, andoperated; they envision an environmentally respon-sible, healthy, and prosperous environment thatimproves the quality of life; LEED (Leadership inEnergy and Environmental Design; Green BuildingRating System that is the nationally accepted bench-mark for the design, construction, and operation ofhigh performance green buildings)

www.whygreenbuildings.com/glossary.php#r alist of key words/terms and definitions that are usedin the green building, construction, management,and environmental design discipline

http://planetgreen.discovery.com/go-green/public-transportation Planet Green atDiscovery.com - use the search tools for articles andsome videos on public transportation.

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VHS Tapes

Green MeansVHS 6047a series of thirty-two short video programs aboutpeople who are making a difference in the health ofthe planet; the third program “The GreenArchitecture of Greg Franta” is specific to the ABCtheme this year (five minutes); available from theCincinnati/Hamilton County Public Library

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2009 CONTACT INFORMATION

Registration forms, announcements, calendar of events, and contact information are also available online atwww.aiacincinnati.org.

ABC Committee Co-Chair: Zoë Hardy, Assoc. AIAArchitects Plus, Inc.Suite 10010816 Millington CourtCincinnati, OH [email protected]

ABC Committee Co-Chair: Tony Yunker, AIAGBBN Architects332 E. 8th StreetCincinnati, OH [email protected]

AIA Cincinnati: Pat Daugherty, Executive DirectorLongworth Hall Design Center700 E. Pete Rose WayCincinnati, OH [email protected]

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