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Project Description: The South Side Community Land Trust, a non-profit Rhode Island organization committed to developing farmland in an increasingly urban landscape, was given a fifty acre plot of land located within two miles of the Johnston Landfill. Formerly a dairy farm, their plan was to develop the land for use as a subscription farm, an educational facility, and a shared harvest farm, while utilizing existing farm structures. Rhode Island School Design was asked to help with the design of this farm. A landscape problem by its nature this project was given solely to industrial designers. The problem became less about how the landscape is formed and more about how the different components of the farm interacted and related to each other.
The class was initially broken into groups. My group and I decided to approach this problem analytically. We initially determined that this farm operates under two elements: foremost an agricultural element, but also an educational element. We communicated our ideas through a series of sketch collages as required by the curriculum.
Plotting the flows of the educational element and the agricultural element. The next step was to identify problems and opportunities. As a class we decided to build a sandbox in the shape of the farm to allow flexibility between groups while also providing continuity. Our group utilized the "the box" to discover and then present the layout of the farm. During a presentation we utilized a narrative and color coded string to describe paths different elements take during a day. While doing this we discovered the third integral element; the administration. This would oversee and align the other elements
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| It was now clear the farm operates under three element: Administrative (red) element to organize and maintain the farm,Agricultural (yellow) element works the land. Educational (blue) element which involves learning from the natural and man made ecosystems with in the boundaries of the farm. In a group session with the class and farm manager we determined the different components of the farm. My group concentrated on grouping these components with appropriate elements and identifying overlaps. The circle diameter describes the significance of an interaction. The larger the circle the more significant the component is to the element. |
This photographic aerial map describes site boundaries as well as elevation. The high land to the east is ideal farmland. The pond supplies irrigation water. The northern field is mostly wetland. We decided this would be a good hub for an educational wetland walk. The southwest corner is the location of the original dairy farm structures; this would act as the administration hub.
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The land lends itself to division where each element is given its own center as illustrated in A. Again the circle size dictates the physical significance of each element. We than loosely described the flows of each element and identified key areas of operation, described in B. |
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We used the information obtained when creating the diagrams on the above to generate this diagram (right). Here is described tangible locations of structures, farm fields, features, and roads. Also described in this diagram is the amount of renovation required for current structures. |
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Blow up model of south east corner, the farm hub. |
Each element meets here. Each student designed a component of the farm. My project was a bio-diesel facility (a.) (bio-diesel is an alternative energy source derived from vegetable oil). Components created by the class include the barn (b.), housing administration offices, class rooms, and attached educational green house. The main greenhouse (c.) with walking path for educational viewing is located adjacent to farmland. The field north of the barn (d.) is designated flower picking garden. To the east of that lies a subscription farm field (e.). |
Our class collaborated with a class at Brown University. I worked with several Brown students on a bio-diesel facility for the farm. We built a small scale working model and specified a full scale facility. I worked along side and gained knowledge of the science behind bio-diesel and its application as an alternative energy source. We integrated our facility with an existing farm structure. I added a curved wall (made from tires found on site) to the machine storage shed to allow easier flow of opperators and educational groups through the facility. |
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| Flows of people through building: blue, educational element Visitors learn the process of bio diesel usage first hand and what is required to operate and maintain the machinery. red, administrative element Operate and maintain machinery. yellow, farm element Bio-diesel usage. |
Making bio-diesel fuel is a simple process. The components required include an alcohol (we specified methanol because for accessibility) a lipid (we utilized used fryer grease, usually a waste product), and a catalyst. (a common catalyst is lye.) The following are the required steps: |
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| Ingredients are combined and mixed. 87% used fryer grease 12% methanol 1% lye Ingredients are mixed until liquid is homogeneous |
The mixture is left to settle until parts have completely separated into: 4% Alcohol 10% Glycerin (soap) 86% Bio-diesel. |
The glycerin is filtered out and the alcohol is recovered for later use. The bio-diesel is used to power farm equipment and generators. Only slight modifications are required on a standard diesel engine. The Glycerin soap bio-degrades safely and is composted. |