Marine Science Research Park:

Sail The Oceans of knowledge

Rana Sameh Al-Amawi

A thesis submitted in the partial requirement for degree of Bachelor of Science in

Architecture
Department of Architecture

College of Engineering

Effat University

2010 Thesis APPROVED BY THE ARCHITECTURE DEPARTMENT

© 2010

Rana Sameh Al-Amawi

ALL RIGHTS RESERVED

I
II
 Abstract

An undergraduate architecture capstone project’s thesis,

Marine Science Research Park
June 12, 2010
Rana Sameh Al Amawi, B.S. Arch.

The Red Sea is referred to as the Underwater Tropical Forest; with its marvelous unique
coral reefs and magnificent marine life. The Red Sea in Jeddah has inspired most of the famous
sightseeing and therefore has enhanced its tourism.

The Red Sea is a rich ecosystem with its various species, unique vegetation, and coral
reefs of hundreds of years old that lay along the Saudi shores and coastlines. However, man-
made actions have affected marine life in general and coral reefs in specific and caused
environmental pollution, and global warming.

This thesis is a capstone research that proposes an architectural solution for this
environmental harm. The proposed project is a Marine Science Research Park. The thesis first
states the goals and objectives of the project; second explains the proposed site’s analysis, third
the project’s program and components, and finally concludes the site zoning diagrams.

The research has used both quantitative and qualitative research methodologies through
using various types of references taken from books, different media, personal interviews, and
performing surveys.

III
 Acknowledgement

First and foremost I offer my sincerest gratitude to my supervisors Dr. Nehad Eweda, and
Dr. Abdelmoniem El- Shorbagy; Architecture Assistant Professors at Effat University. Their
wide knowledge and logical way of thinking have been of great value for me. Their
understanding, encouraging and personal guidance have provided a good basis for the present
thesis, and the final architectural design.

I wish to thank Dr. Mervat El Shafie, Architecture Assistant professor and the Chair of
Architecture Department at Effat University. Her recognized efforts and contribution for
providing the best architectural experience and education were very motivating. Her endless
support, encouragement, and enthusiasm have made a remarkable impact among everyone in the
department.

I owe my deepest gratitude to Arch. Kholoud Moumani, Architecture Lecturer at Effat

University for her detailed and constructive comments, and for her significant support
throughout my university years. She has been a great inspiration, and made a significant
influence upon myself.

I would like to thank Arch. Dima Al Khateeb, Arch. Raieka Allos, and Arch. Samar Al
Jaabari from the Architecture Department at Effat University. Their kind support and guidance
have been of great value.

I’m very thankful for Dr. Susan J. Blake, Director of the Research & Consultancy
Institute at Effat University for her valuable advice, encouragement, and friendly help.

I would like to deeply thank Dr. James R Luyten, Director of the Red Sea Research
Center at KAUST, Dr. Christian R. Voolstra, Assistant Professor of Marine Science at KAUST,
and Dr. Abdulmalik A. Aljinaidi, Dean of Research & consulting Institute at KAU. Their kind
support through providing valuable information and beneficial answers to contribute to my
research is much appreciated.

I would like to show my gratitude to Ms. Reema Barqawi, Tutorial Instructor at the
Independent Learning Center at Effat University, for her detailed literature review, and excellent
advice during the preparation of this research.

Special thanks to my hero, role model, and my father Sameh Al-Amawi; who has always
been a great inspiration for me to become a successful engineer. I can’t describe enough how
much he has affected me and made a significant impact in my life for following his career path.
I’m sincerely honored and proud to have a determined, ambitious, supportive father like him.

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 To my best friend and my mother Faiha Al Jundi; she has always been the motivating and
encouraging person. Thank you for believing and having a great faith in me. To my lovely sister;
Mona thank you for the special and true understanding, for standing through the years by my
side. To my adorable brother, Ahmad thank you for your love and support. To my family, I love
you so much, without you; I would not be the person I am today.

I’m eternally grateful for my Uncle Mouawya, Aunt Sahab, Susan, and Rema Amawi, for
being so supportive, caring, and loving. Your support means a great deal to me and I really do
appreciate all that you have done for me throughout my life.

I would like to express my gratitude to my second mom, my grandmother Dalal Al

Zehrawi; there are no enough words in this world to thank her enough for everything she has
done to me throughout my life.

I am so grateful for Dr. Abeer Al Jundi, Aunt Hasna Al Jundi, and her family who have
been very motivating, inspiring, and for being always there when needed.

Throughout this thesis, as well as university years I have interacted and worked with
many colleagues for whom I wish to extend my warmest thanks to all those who have supported
me with my work in the Department of Architecture. Sally El- Najami, Rana Al-sulaimani,
Tasmiah Farouque, Dalia Al-Maghari, and Nehal Nassar you have been very supportive and
inspired me so much throughout my work. I have learned so much from each one of you. Thank
you for being so encouraging and caring. You will always be remembered.

Finally, I would like to thank everyone who held an important role and contributed to my
thesis, as well as express my apology for those I could not mention personally one by one.

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 To my parents, my sister and brother,
Sameh, Faiha, Mona, and Ahmad Al-Amawi for their unflagging love, care, and support
throughout my life

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 List of Contents

Chapter One: Project’s Review

1.1- Introduction...........................................................................................................................1-2
1.2- Project Overview......................................................................................................................3
1. 2. 1- Project Definition................................................................................................................3
1.2.2- Goal.......................................................................................................................................3
1.2.3- Project’s Objectives...............................................................................................................3
1.2.4- Project’s Historical Review................................................................................................4-5
1.3- Project’s Design Overview.......................................................................................................5
1.3.1- Concept and Philosophy........................................................................................................5
1.3.3- Project’s Program...............................................................................................................5-6

Chapter Two: Case Studies

2.1- Introduction…………………………………………………………………………………..7
2.2- Case Studies…………………………………………………………………………………..7
2.3- Barcelona Biomedical Research Park- Barcelona, Spain.........................................................7
2.3.1- Architect…………………………………………………………………………………...7
2.3.2-Programs…………………………………………………………………………………...7
2.3.3- Space distribution…………………………………………………………………………8
2.3.4- Design review………………………………………………………………………….....8-9
2.3.5- Case study’s conclusion……………………………...............…………………………....9
2.4- Sidra Medical Research Center- Doha, Qatar………………………………………..……..10
2.4.1- Architect…………………………………………………………………………………..10
2.4.2- Sidra Medical Research Center programs…………………….…………………………10
2.4.3- Zoning and Space division……………………………………………………………10-11
2.4.4- Design Review…………………………………………………………………………….11
2.4.6- Case study’s conclusion………………………………………………………………....12
2.5- King Abdullah University for Science and Technology, KAUST- Thuwal, Saudi Arabia....13
2.5.1- Architect…………………………………………………………………………………..13
2.5.2-Programs………………...............…………………………………………………………13
2.5.3- Space Distribution………………………………………………………………………...14
2.5.4- Design review……….......……………………………………………………………..14-15
2.5.5- Construction items ……….....................………………………………………………….16
2.5.6- Case Study’s conclusion……….......……………………………………………..............16

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 Chapter Three: Design Program

3.1- Introduction............................................................................................................................17
3.2- Project’s design’s requirement...............................................................................................17
3.3- Laboratories.......................................................................................................................17-18
3.4- Rules & regulations for lab safety designs.............................................................................17
3.5- Research Building...................................................................................................................19
3.6- Library...............................................................................................................................20-21
3.7- Mosque..................................................................................................................................22
3.8- Auditorium........................................................................................................................22-23
3.9- Residence..........................................................................................................................24-25
3.10- Showroom & Restaurants ...............................................................................................25-26
3.11- Final Space Division.............................................................................................................27
3.12- Outdoor Facilities.................................................................................................................27
3.13- Final calculated areas............................................................................................................28

Chapter Four: Site Analysis

4.1- Introduction............................................................................................................................29
4.2- Site Criteria.............................................................................................................................29
4.2.1- Accessibility........................................................................................................................29
4.2.2- Location...............................................................................................................................29
4.3- Proposed Sites.........................................................................................................................30
4.4- Site Evaluation Table..............................................................................................................31
4.5- Selected Site...........................................................................................................................32
4.5.1 Introduction...........................................................................................................................32
4.6- Site’ historical importance......................................................................................................32
4.7- Site’s landmark/man- made features......................................................................................33
4.8- Site’s Natural Factors.............................................................................................................33
4.9- Site’s Soil features..................................................................................................................33
4.10- Site’s surrounded shading/ sun shadow pattern....................................................................34
4.11- Site’s climate........................................................................................................................34
4.12- Site’s Human & Culture.......................................................................................................35
4.13- Site’s future vision................................................................................................................35
4.14- Site’s problems................................................................................................................35-36
4.15- Site Analysis Conclusion......................................................................................................37
1.3.2- Design Strategy....................................................................................................................38
4.16- Site relations with surroundings......................................................................................38-46
4.16- Site relations with surroundings......................................................................................38-46

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 Chapter Five: Final Design

5.1- Introduction............................................................................................................................47
5.2- Design’s concept and philosophy...........................................................................................47
5.3- Design Elements.....................................................................................................................47
5.3.1- Central Axial Bridge............................................................................................................48
5.3.2- Research Building..........................................................................................................48-49
5.3.3- Central Library....................................................................................................................50
5.3.4- Scientists’ Residence...........................................................................................................51
5.3.5- Auditorium..........................................................................................................................52
5.3.6- Mosque................................................................................................................................53
5.4- Final Presentation..............................................................................................................53-60

List Of Figures.......................................................................................................................xii-xiii
Bibliography...........................................................................................................................xiv-xv
Appendix 1..................................................................................................................................xvi
Appendix 2..........................................................................................................................xvii-xxii
Appendix 3................................................................................................................................xxiii
Appendix 4.................................................................................................................................xxiv
Appendix 5..................................................................................................................................xxv
Appendix 6.................................................................................................................................xxvi

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 Chapter One
-Project’s Review-
1.1 -Introduction

One of life’s mysteries is the origin of the name of Red Sea. There have been many
suggestions however the most favored one is linked with the rapid growth of a certain kind of
algae called Planktonic. The result of this phenomenon is floating red-brown foam which under
certain light conditions gives the appearance of a strip of red carpet spread across the sea.
Another explanation is the remarkable appearance of the beautiful red Anthias fish that is seen
along the fringing reefs. A third explanation follows the frequent red sunset skies enhanced by
airborne reddish dust.

Known as the “Rainforests of The Sea”, coral reefs represent one of the most
magnificent, diverse, and productive marine habitats on the planet. The extraordinary diversity of
reefs makes them as biologically important as rainforests. Coral reefs are a diverse collection of
organisms that interact with each other and the physical environment. They are considered one of
the most sensitive marine habitats to change. However, they appear to be able to recover
effectively from physical disturbance or temporary pollution events provided that the water
quality is generally high.

The Red sea’s marine life might look astonishing to all of us, but it would have looked
much more magnificent if it was protected and reserved a long time ago. Those manmade
deteriorations have resulted in reducing the population of many sea animals. The shallow lagoon
areas between reef and shore along Jeddah’s coastline are nurseries for many young fish and
fertilized eggs. The prevailing wind is onshore, resulting in the movement of those eggs to the
surface current to the lagoons to hatch. Therefore, it is highly important to preserve those areas
and keep them clean and unpolluted and allow the free flow of water within these areas.

The Red Sea shores that engage urban cities such as Jeddah generate a lot of
contaminated chemicals and waste to the sea. Shores in addition to specific zones in the sea are
highly occupied with fishermen competing for local fishery trade. According to the studies,
certain kinds of fish should reach a specific growth to be able to reproduce and lay eggs.
Capturing those fish cause their extinction. Therefore, many actions have highly affected the
marine life and resulted in disappearance of the large fish, including sharks along the coastline of
Jeddah.

Animal life in the sea is supported at the bottom of the food chain with the presence of
nutrient salts. These salts enable the Plankton’s growth, the special kind of algae under

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photosynthesis, which in turn provides a continuing source of essential food for marine animal
survival.

The usual main sources for nutrient salts are river outflows, which the Red Sea lacks
resulting in the lack of nutrient salt supply from coastal sources. Therefore, the absence of river
outflows and ocean currents (since the Red Sea is enclosed), in addition to harmful chemicals
from man-made products, affect the nutrient salts and therefore damage the marine life.

The survival of reefs depends on the balanced interrelationships of the coral, algae and,
the fish that feed on and farm the algae, and finally the fish that predate on the resident fauna.
This cyclic ring can be broken by any imbalance in population in any of those elements.
To a diver snorkeler, visiting an outer reef or simply swimming offshore the red sea will
grant them the pleasure of watching the huge variety and species of fish. However, whatever
they observe is a small, highly concentrated, population area that does not represent the sea as a
whole.

There are 194 species of corals recorded along the Saudi Arabian coast. About 30 coral
species have been recognized in the Gulf of Aqaba, about 80 near Jeddah, less than 50 near Al
Birk, and less than 10 on the southernmost Saudi inshore reefs.

This research proposes designing a Marine Science Research Park to be able to come up
with solutions for the previously mentioned problems caused by man-made actions. The project
is a place to protect the marine life and coral reefs by providing spaces and functions to serve the
desired requirement. This project is a contribution to the society by offering spaces, and
providing the sufficient sources and educational environment that any student, researcher, and a
scientist aspire.

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1.2- Project Overview:

1.2.1. Project definition:

Marine Science Research Park: Is a kind of project which is designed to provide educated
individuals with the appropriate sources needed to develop their skills, allowing them to
professionally benefit their society.

1.2.2- Goal

To improve research quality by providing sufficient references to the public as well as

scientists in order to preserve the local marine wildlife, and therefore engage life-long learning.

1.2.3- Project’s objectives:

The project targets 700 people of educated population from both genders who are highly
interested in education, marine science, environmental preservation, and research in general. It
has several categories of objectives that include:

1. Educational
- To provide space for various types of resources and references and make them easily
accessible to the public and space users.
- To provide the researchers and scientist the opportunity to be creative.
- To enhance the quality of research by providing special spaces, laboratories, libraries,
and inspiring working environment.
- To implement previous knowledge and experience for benefitting the community.
- To engage a life-long learning experience.
2. Environmental
- To decrease the water pollution, and therefore provide a healthy environment.
- To discover new solutions to preserve the natural marine life and vegetation and
protect some from distinction.
3. Touristic
- To provide best solutions for preserving the Red Sea, thus enhance the tourism, and
therefore the city’s economy.
- To attract local and international snorkelers, and sea divers to promote tourism.
4. Recreational
- To provide the residents of scientists and researchers a full experience by creating
desired entertaining facilities such as gym, tennis, and basketball courts.
- To enhance the scientist society by creating spaces to interact, socialize, and enjoy
themselves.

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 - To raise awareness of environmental preservation through engaging both children and
adults with interesting marine-related activities.
- To emphasize learning through entertainment to the public.

1.2.4- Project’s Historical Review

It has been discovered that college and university education was founded without well-
established policies that take into consideration the special needs of the country and therefore has
caused many education-related problems. Therefore, the previous system of education in Saudi
Arabia did not respond to the needs of societal development.

Entering a new era of rapid development of the country's infrastructure and economy in
the early 1970s, Saudi Arabia devoted special attention to fostering higher education.
Several private institutes of higher education, with better planning and strategies have been
established. As a result, students could obtain degrees in almost any field within the country and,
only if necessary, pursue specializations abroad.

Nowadays, Saudi Arabia’s education is going through an important phase in its history as
a result of the reforms introduced by Custodian of the Two Holy Mosques King Abdullah. This
plan is made to improve the country’s educational standard towards seeking to strengthen its
position by building intellectual minds and investing in humans. According to the studies and
literature, it was learned that King Abdullah has allocated nine billion Saudi Riyals for a new
general education development project, which is being supported by Saudi and foreign experts.
This gives the citizen a clear idea about the country’s future visions which cannot be achieved
without proper education.

Recently there is a wide availability of various research centers across the world that
meet the international standard of qualifications, equipments, and designs. Countries have been
proud of such respectful places as they represent the technology, science, and education of their
own place. Because of that, the educational competition is recognized among countries where
every competitor seeks to be the leading one in this field.

Throughout human history, every individual was interested to investigate, study, and
learn about the world. Whether it was any kind of science, philosophical knowledge, or even
discovery of one’s self research has always existed. Now that science, education, and technology
have evolved it has allowed researchers and scientists to produce more, explore, and discover
more advanced inventions and solutions for daily life’s problems, and environmental issues.

As a student studying in Saudi Arabia, the researcher has a realization of what the
community needs in terms of the educational aspect. It have been realized the great lack of
resources that the society needs to improve the research feature in the city.
Through visiting some of the world leading countries has inspired the researcher to the

4
things that the community highly in Jeddah to be able to develop and enhance our education,
science, and knowledge and therefore benefit the country as a whole.

Throughout the studies it has been learned that research centers have mostly been major
parts of universities and special institutions. Having a research park as an independent institution
that is fully related to marine science will be an important aspect that will benefit the community,
educate the society, and give more importance to the city and therefore the country.

1.3- Project’s design overview:

This part discusses the design concept and philosophy of the Marine Science Research
Park project. It explains future design strategies that will be taken into consideration during the
design phase of the project. It concludes with the proposed program and functions the project
will contain.

1.3.1- Concept and Philosophy:

Emphasizing the importance of the Red Sea and marine life, by reflecting one of the sea
components (waves, corals, creatures)

1.3.3- Project’s program:

The project involves five types of buildings:

Marine Science Research Park

Educational Intellectual Spiritual Recreational Residential

Buildings Buildings Buildings Buildings Buildings

Research Central Mosque Showroom & Main

Building Library Restaurants Residence
Auditorium

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 Marine Science Research Park:
1. Educational Buildings:
Educational Building will be composed of the main research building, which has marine-
related departments. Functions distribution will follow:

Department I Department II Department III

Biological Oceanography Geological Oceanography Marine Resource
Assessment
Chemical Oceanography Physical Oceanography Marine Life Preservation

2. Intellectual Buildings:
Intellectual Buildings will be composed of two buildings that can be accessed by both:
private and public users. They consist of:
Building I Building II
Central Library Auditorium

3. Spiritual Building:
- Mosque.
4. Recreational Buildings:
- Showroom and Restaurants.
5. Residential Buildings:
- Main residence to provide accommodation for space users and scientists.

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 Chapter Two
-Case Studies-
2.1- Introduction:

This chapter includes three case studies that were relevant to the project “Marine Science
Research Park”. Case studies were chosen according to the international recognition, educational
and research importance, architectural design significance.

2.2- Case Studies:

1. Barcelona Biomedical Research Park - Barcelona, Spain.

2. Sidra Biomedical Research Center-Doha, Qatar.
3. King Abdullah University for Science and Technology (KAUST) - Thuwal, Saudi
Arabia.

2.3- Barcelona Biomedical Research Park- Barcelona, Spain

Figure 1- Barcelona Biomedical Park Front Elevation

2.3.1- Architect:

The building project is designed by a team of two architects: Manel Brullet and Albert de
Pineda, to create a building that adopts the specific objectives of Barcelona Biomedical Research
Park

2.3.2- Programs:

The project contains many research departments concerning Biomedical research medical
laboratories, and experimental and health science to serve the connected hospital- Hospital Del
Mar which is a major part of the park.

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2.3.3- Space distribution:

Covering an area of 55,000 m², the project is composed of many different functions and
different variety of spaces combined in one building and is surrounded with interesting landscape
and facilities.

2.3.4- Design review:

It was established by the Government of

Catalonia (Spain), the University of Barcelona and the
Barcelona Science Park.
The building is located at a 9,000 m2 site at
Barcelona's seafront by the beach, between Hospital del
Mar (with a connection to it) to the west, and Arts hotel
in the Olympic Village in the eastern side.
It is a 117x74 meters building of 9 floors above
and 3 floors underground with an elliptical shape and a
high level of functional poly-valence. Figure 2- Barcelona Biomedical Research main
Building

Facade covered in red cedar controlling the incidence of light and sun, as well as
lightening the structure.
The building is equipped with a computing infrastructure and advanced information
technology facilities, has common and relational spaces, a modern auditorium and advanced
animal facilities from a technological viewpoint.

Figure 3- Barcelona Biomedical Research 1st, 2nd floor plans

The building contains the main parking lot and gym in the underground basement, a main
auditorium and coffee shops (Fig. 3) in addition to offices in the first floor. The upper floors

8
consist of offices in addition to laboratories. Laboratories are allocated along the exterior boarder
of the building unlike the offices to allow better inspiring views and light. (Fig. 4)

Figure 4- Barcelona Biomedical Research Building 3rd floor

2.3.5- Case study’s conclusion:

This project was studied because of its unique modern design. Its elliptical shape is a
challenging design but it has been done successfully. It was inspiring how all sides of the
building are allocated toward the seas which have made the interiors naturally lightened, and
provided an inspiring environment for researchers and scientists. The exterior wooden louvers
have given it a special image to the building yet, have blocked intensive sun light and allowed
diffused one.
This case study relates to the proposed project with its large scale site, sea views,
facilities, and functions. Throughout this case study it was learned to add to the proposed
project’s program recreational facilities such as indoor gymnasium halls, outdoor basketball,
tennis, and volleyball courts, football yards, and swimming pools integrated with interesting
landscape. This will be very beneficial since the site will be partially away from the city and
therefore combine all requirements and needs for scientists’ and residents.
Locating the laboratories on the borders of the buildings to allow natural light as well as to create
the perfect inspiring environment is very important to consider in the design of the proposed
project.

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2.4- Sidra Medical Research Center- Doha, Qatar

Figure 5- Sidra Medical Research Center (Bird’s Eye View)

2.4.1- Architect:

The Sidra Medical Research Center is designed by Pelli from Pelli and Ellerbe Becket.
Both firms have created healthcare facilities around the world. The architecture combines
cutting-edge technology with an incandescent design that both reflects and celebrates the sky.

2.4.2- Programs:

The project is still under construction, and will be finished by the year 2010 .The
complex initiative to be launched by Qatar Foundation; Sidra will not only enhance the quality of
healthcare in Qatar, but also help build the country’s scientific expertise and resources.

2.4.3- Zoning and Space division:

Sidra will be part of a new medical zone on the

Education City campus which will also include
residential accommodations for about 300 nurses, a car
park and a pedestrian walkway to Weill Cornell Medical
College. Construction of the medical center is scheduled
to begin in early 2008, with the opening anticipated in
late 2010 with approximately 380 beds and infrastructure
to enable expansion to 550 beds in a subsequent phase.
Figure 6- Sidra Medical Research Center in
relation to Education City
10
 The building is composed of offices and
laboratories are located along the borders of the
building, allowing natural light and views to the
scientists. Patients’ rooms are looking toward the
atriums which serve as indoor healing garden as
well as divide the project into three hospitals: one
for children, the second for women and the third for
adults including both male and females.

Figure 7- Sidra Medical Research

Center plan

2.4.4- Design Review:

A modern structure of steel, glass and white

ceramic tile, Sidra is designed to be a center for
healing environments. The building also
incorporates water features in the lobby and drop-
off areas and a comprehensive art collection. The
towering atriums divide the sweeping facility into
sections and emphasize the dedicated entrances of
the three hospitals within one.

Connected by an enclosed walkway, the

biomedical research center will be situated in the
clinic building to the west of the main building. Figure 8- Sidra Medical Research Center exterior
The historic house that currently exists on the shots
property will be preserved and incorporated into the
Sidra campus between the two high tech clinic
buildings, symbolizing the importance of both
tradition and progress.

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 Figure 9- Sidra Medical Research Center Site Plan

2.4.6- Case study’s conclusion:

This special case study was chosen because of its design concept which reflects the name
“Sidra” is an important tree in the Arab world- Each atrium has its own identity and at the same
time presents a different hospital. The exterior façade of glass and steel gives transparency. It is
recommended to give a distinct character and identity through exclusive design.
This case study relates to the proposed project because of its connection to the
educational city. One of the site criteria’s that is taken into consideration is to relate the project
near to an educational zone such as important academic institutions. This will increase the
benefit of previous knowledge as well as sharing latest discoveries, support them with certain
programs and courses.

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2.5- King Abdullah University for Science and Technology (KAUST) -
Thuwal, Saudi Arabia

Figure 10- KAUST’s Bird’s Eye View

KAUST is the third case study chosen for the research. In addition, it is also a field visit.
KAUST is considered a new set of learning in Saudi Arabia. It is an impressing building forming
a new university. KAUST aims to be a research center.

2.5.1- Architect:

The university campus is designed by HOK (Hellmuth, Obata, and Kassabaum,

Architects).With its creative, environmental friendly solutions, and smart design of KAUST, the
campus has been given the status of the world’s second’s fully-green and sustainable complex.

2.5.2- Program:
KUAST offers a variety of masters and PhD degrees related to science and technology.
Programs include environmental engineering and marine sciences. Accordingly, the campus is
composed of classrooms, and lecture halls; and a large complex of research centers, laboratories,
digital library, museum, mosques, dining building, in addition to other facilities.

13
2.5.3- Space Distribution:

Figure 11- KAUST's Site Plan

The main administration building is located at the highest land slope level. It is placed at
the front of the campus as a welcoming entrance. This building is connected with two
perpendicular buildings: the Engineering Science hall, and the Conference Center Complex.
Those buildings serve the main administration structure especially when hosting important
events and seminars.

Southern the administration building is an open space that is reached by various land
leveling and acts as a major circulation point. It is connected by the Discovery Walk Pedestrian
Spine that is located on the adjacent sides of the zone.

Buildings that have direct views to the sea are the two main research laboratories,
university departments, digital library, and the dining building. However, they are accessed
through the Discovery Walk Pedestrian Spine- the main axis that connects all buildings with one
another through a ground floor level open passage.

2.5.4- Design review:

The atmosphere of KAUST creates an

environment which enhances education. Local climatic
issues were solved through the integration of buildings
with one another being adjacent to each other, creating an
open passage through them renamed as “Discovery Walk
Pedestrian Spine”. (Fig.12) This idea provided a shelter
from the direct sunlight and heat throughout the day, also
served the air circulation, allowing cross ventilation
across the buildings. Figure 12-KAUST's Discovery Walk Pedestrian
Spine

14
 Within the passage of the “Discovery Walk
Pedestrian Spine”, shaded courtyards allow indirect
sunlight to go inside. However, this light is transmitted
and reflected smoothly as it is diffused through
interesting patterns creating shades and shadows
throughout the atrium. (Fig. 13)
Figure 13-KAUST's shaded courtyards
Another climatic design of the various methods
previously mentioned was the cantilevered buildings.
The building would rise at a certain level, and then be
projected few meters away from the origin to provide
shaded areas. (Fig. 14)

Figure 14- KAUST's cantilevered buildings

There are two solar towers were distributed

throughout the buildings in harmonious designs
providing aesthetic elevations in addition to thermal
control. They create a passive pressure difference by
using the sun and prevailing winds from the northwest
and microclimate winds blowing in from the Red Sea to
provide a continuous breeze along the shaded
courtyards. (Fig. 15)

Figure 15- KAUST's Solar Tower

In the buildings facing the sea, the western

elevations are exteriorly ornamented with horizontal
louvers that allow views to the sea, reduce sun glare, and
add aesthetic values to the external elevations. (Fig. 16)

Figure 16- KAUST's buildings covered with

horizontal louvers

15
 Through a personal visit, it was observed that lights are turned off automatically after a
certain number of minutes after the person(s) leave the space. This way, energy consumption of
electricity will be reduced and therefore maintain a healthier, better life in the long term. During
a short meeting with the assistant manager of KAUST Industry Collaboration Program (KICP)
Economic Development, it was known that creating a green and sustainable design at KAUST
was highly costly but saves energy and expenses on the long term.

Interior design within buildings is featured by atriums and

skylights providing sufficient natural lighting as well as creating
comfortable environment. Light reflectors are placed along the walls of the
atrium to diffuse and distribute the light throughout the building; in
addition act as an aesthetic element. (Fig. 17)

2.5.5- Construction items: Figure 17- KAUST's

interior architecture
Construction items included local elements with recycled
materials. All building materials are sustainable to reflect the theme of the environmental
friendly campus. However, it was learned that KAUST is the second fully green university
campus in the world.*

2.5.6- Case study’s conclusion:

This project was chosen in particular because of its local and international importance.
KAUST is a step towards education, progress, and development from all aspects. Studying a
local project as a case study provided the researcher with beneficial information about
environmental conservation. The creative and smart solutions regarding climatic issues using
sustainable building materials is of a great importance in such projects. Furthermore, this case
study was chosen because it has an important program, various departments, and specialized Red
Sea Research centers that are highly equipped with the latest technology and machines which
reflect how to use the ideas in the Marine Science Research Park. Throughout the project’s visit,
the idea which was highly appreciated is designing a special area for the protection of the coral
reefs and planting special kind of vegetation to promote the growth and the marine life.

*(kindly, refer to Appendix 6)

16
 Chapter Three
-Design Program-

3.1- Introduction:

This chapter discusses the detailed requirements for the project, “Marine Science
Research Park”, the areas of each space, and the final resulted buildable and non buildable areas,
and therefore the total area of the complex.

3.2- Project’s design’s requirement:

The Marine Science Research Park contains mainly laboratories’ experimental researches
that are integrated with an educational environment of further functions such as: library,
auditorium, show room, and residential units.

Laboratory design is one of the most serious decisions that a designer. Since it is involved
with chemicals and gases’ experiments, treatment of spaces should be studied carefully. Air
pressure and ventilation must be planned in order to avoid any kind of emergencies or injuries.

3.3- Laboratories:

1. Space division:
there are two types of labs: ones that requires natural lighting and ventilation while the
other requires closed dark spaces (no light and artificial ventilation).

2. Design solutions
A covered atrium between all laboratories floors enhances the sense of being part of a
scientific community.

3.4- Rules & regulations for lab safety designs:

 Double-door safety lobby, self closing doors.

 Offices should be separated from laboratories.
 Large sections of glass shall be tempered or laminated. Shatter resistant glass shall be
used based on specific need.
 Laboratory flooring in chemical use areas and other high hazard areas shall be chemically
resistant and preferably one-piece construction with covings to the wall.
 Provide viewing windows into the labs from the corridor or in the doors. (in case of
emergencies)

17
 Laboratories

Preparation Lab: Experimental Lab:

Weighing and Measuring Research

Lab Space Approximate Number of Approximate

Area per space spaces total area
Area/person (with circulation) 0.96 m² 24 seats/lab 23 m²
Lab’s storage 6 m² 1 6 m²
Weighing and measuring 3 m² 6 (one table/4 18 m²
(preparation Area) persons)
Wash- up 9 m² 1 9 m²
Workstation/office for evaluation & 20 m² 1 20 m²
writing
Lab’s entrance lobby 3 m² 1 3 m²
Services ducts columns (shafts) 3.3 m² 2 7 m²
Total Lab Area 68 m²

Figure 18- Bubble Diagram- Lab Distribution

18
3.5- Research Building:

Research Area per Capacity Approximate Number Approximat

Department person Area per space of e total area
component spaces
Preparation Labs 2.5 m² 26 persons 67.56 m² 4 270 m²
Research 2.5 m² 26 persons 67.56 m² 4 270 m²
Experimental labs
Offices 6 m² 2 persons 12 m² 20 240 m²
Conference hall 0.6 m² 100 persons 60 m² 1 60 m²
Meeting Room 2.75 m² 20 persons 55 m² 2 110 m²
Medical Care 6.66 m² 3 persons 20 m² 1 20 m²
Hi-tech rooms 2.8 m² 30 persons 85.28 m² 3 256 m²
Circulation 15 %
Services 30%
Total Area 1,833 m²

Figure 19- Bubble Diagram- Research Building

19
3.6- Library:

Library component Area Capacity Approximate Number Approxima

per Area per space of te total area
person spaces
Reference/Archive 4.68 m² 30 persons 144 m² 1 144 m²
room
Photocopying 2.8 m² 10 persons 28 m² 2 56 m²
services
Media Room: CD- 2 m² 40 persons 80 m² 1 80 m²
RAM, DVDs…etc.
Multi-purpose hall 6 m² 300 persons 1800 m² 1 1,800 m²
seminars/workshops
Cafeteria/coffee shop 3.64 m² 50 persons 182 m² 1 182 m²
Entrance Hall (lobby 0.7 m² 50 persons 35 m² 1 35 m²
doors+ cloakrooms)
Info Desk (book 2 m² 10 persons 20 m² 1 20 m²
return/borrow)
Offices 0.5 m² 40 persons 20 m² 20 240 m²
Storage (plus books’ 3 m² 10 persons 30 m² 4 120 m²
lift)
Study rooms 6 m² 5 persons 12.8 m² 20 256 m²
Book shelves (1 16 isles 97.44 m² 50 512 m²
block)
Reading area 2.27 m² 80 persons 182 m² 1 182 m²
IT services 2.96 m² 27 persons 80 m² 1 80 m²
individual 5.17 m² 100 persons 5.17 m² 1 517 m²
workstation/reading
area
Utilities room 2.1 m² 20 persons 42 m² 1 42 m²
Electro-mechanical 4 m² 20 persons 80 m² 1 80 m²
room
Circulation 15 %
Services 30%
Total Area 8,475 m²

20
Figure 20- Bubble Diagram- Library (Ground Floor: Right Wing)

Figure 21- Bubble Diagram- Library (Ground Floor: Left Wing)

21
 3.7- Mosque:

Mosque Component Area per Capacity Approximate Number Approximate

person/item Area per space of spaces total area
Prayer Hall 0.96 m² 70 m + 30 M= 67.2 m² 1 96 m²
f= 100 F= 28.8 m²

Ritual Ablution 0.6m² 20 persons 12 m² 2 24 m²

(M+F)
Courtyard + fountain 0.96 m² 100 persons 96 m² 1 96 m²
Shoe racks 0.08 m² 70 shoes 6 m² 2 12 m²
Minerat 2.25 m² 2.25 m² 2 12 m²
services 30 %
Total Area 308.4 m²

3.8- Auditorium:

Auditorium Area per Capacity Approximate Number Approximate

component person Area per space of spaces total area
Stage + backstage 373 m²
services
Audience seats 0.72 m² 2000 persons 1840 m² 1 1840 m²
VIP seats 0.8 m² 200 persons 400 1 400 m²
Reception hall 1.25 m² 600 persons 750 m² 1 750 m²
Sound room 3 m² 10 persons 30 m² 2 60 m²
cafeteria 0.55 m² 1000 persons 550 m² 1 550 m²
Sitting/waiting area 0.8 m² 150 persons 120 m² 1 120 m²
Services 30 %
Circulation 15 %
Total 6,119 m²

22
Figure 22- Bubble Diagram- Auditorium

23
 3.9- Residence:

Residence Component Area Capacity Approximate Number Approximate

per Area per space of total area
person Spaces
Single rooms 13.5 m² 1 person 13.5 m² 40 540 m²
Double rooms 16.5 m² 1 person 16.5 m² 20 330 m²
Executive rooms 29.25 m² 1 person 29.25 m² 30 877.5 m²

Luxury rooms 32.5 m² 1 person 32.5 m² 20 650 m²

Reception (luggage, 5.33 m² 15 persons 80 m² 1 80 m²
cloakroom, info desk)
Restaurant 2.75 m² 80 persons 220 m² 1 220 m²
Lounge 1.2 m² 50 persons 60 m² 2 120 m²
Coffee bar 1.6 m² 60 persons 100 m² 1 100 m²
laundry 4.6 m² 30 persons 140 m² 1 140 m²
offices 6 m² 2 persons 12 m² 20 240 m²
Mechanical rooms 4 m² 20 persons 80 m² 1 80 m²
Kitchen 8.5 m² 40 persons 340 m² 2 680 m²
Gym 4.8 m² 60 persons 288 m² 2 (M+ F) 576 m²
Gym showers + 3 m² 10 persons 30 m² 2 (gym + 60 m²
cloakrooms pool)
Outdoor swimming pool 1.3 m² 30 persons 40 m² 1 40 m²
Swimming pool Juice bar 1.5 m² 20 persons 30 m² 2 60 m²
Services 30 %
Circulation 15 %
Total Area 7,166 m²

24
 Figure 23- Bubble Diagram- Residence

3.10- Showroom & Restaurants:

Show Room + Area per Capacity Approximate Number Approximat

Food court person Area per space of spaces e total area
Entrance lobby 0.6 m² 80 persons 48 m² 1 48 m²
Main showroom/ 1.2 m² 250 persons 300 m² 2 600 m²
Gallery
Food corners 2.5 m² 8 persons 20 m² 24 480 m²
Food corners’ 1.5 m² 8 persons 12 m² 20 240 m²
services
Eating area 1.84 m² 300 persons 552 m² 2 (indoor 1,104 m²
+
outdoor)
Services 30 %
Circulation 15%
Total 4,820 m²

25
Figure 24-Bubble Diagram- Showroom & Restaurants

26
3.11- Final Space Division:

Building Building Name Building’s Number Area/Floor

Number Contents of Floors
1 Research Building 4 3 5,499 m²
Departments
2 Central Library Library 3 2,825 m²
3 Auditorium Auditorium 3 2,040 m²
4 Showroom & Show room + 2 2,410 m²
Restaurants Restaurants
5 Mosque M+ F sections 1 308 m²
6 Residence 3 2,3889 m²
Total Buildable area 36,663

3.12- Outdoor Facilities:

Outdoor facilities Standard Approximate Number of Approximate

dimensions Area per spaces total area
space
Basketball courts 26 X 14 364 m² 2 728 m²
Tennis courts 23.7 X 10.7 253.6 m² 2 507 m²
Sand Volleyball 18 X 9 162 m² 2 324 m²
Sea Dock 20 X 10 + 2 X 220 m² 1 (on sea)
10 220
m²
Security guard rooms 3X4 12 m² 4 48 m²
Parking lot 1 car: 25 m² 25 m² 500 12,500 m²
Circulation 15 %
Services 30 %
Total non-buildable area 21,090 m²

27
3.13- Final calculated areas:

Total Areas
Total Buildable Area 36,663 m²
Total non- Buildable Area 21,090 m²
Total Area 57,753 m²

Figure 25- Proposed Site's Dimensions

28
 Chapter Four

-Site Analysis-
4.1- Introduction:

This chapter will study the proposed site criteria, locations, the evaluation of the site
selection table, chosen site, and its analysis.

4.2- Site Criteria:

In order to fulfill the objectives of the Marine Science Research Park project, a group of site
criteria was introduced to be able to select a suitable site. They include the following:

4.2.1- Accessibility:

1. Close to the Airport

- For conferences, international symposiums
- For scientists, and researchers
2. Close to important institutions, and educational zones
- To be helpful for students, and scholars
- To support, affiliate, and aid some programs, and courses

4.2.2- Location:

1. Within an important coral reefs zone to be able to:

- Implement on-site experiments
- Take live samples
- Apply specific discoveries and inventions
- Design a coral reef preservation area
2. Large scale site
- To reflect the size of the project “Research Park” with a variety of facilities.
- To Support urban planning
3. In a quite zone
- To provide the perfect studying, and researching environment
- To be away from noise sources such as traffic, and crowded zones
- To be inspiring and motivating for users as scientists, and researchers.

29
4.3- Proposed Sites:

1. Site one:
Northern Abhur, northern Al Bohairat Village, Jeddah- Saudi Arabia.

Figure 26-Proposed Site-1

2. Site two:
Northern Dorrat Al Aroos, Jeddah- Saudi Arabia.

Figure 27- Proposed Site-2

3. Site Three:
Western KAU (King Abdul Aziz University)- Faculty of Marine Sciences, Jeddah- Saudi
Arabia.

Figure 28- Proposed Site-3

30
4.4- Site Evaluation Table:
Northern Al Northern Dorrat Al Western KAU-
Bohairat Village Aroos Marine
Comments Grade Comments Grade Comments Grade
Approach to the site Average 6 Very far 5 Good 7
Traffic High traffic 4 No traffic- 10 High 3
highway
Noise Dense area 5 Quite- 10 High 2
residential +
empty lands
Boarders Resorts 6 Empty lands 10 KAU- 4
Marine
Surrounding building Private 4 2-3 floors 7 University, 4
Accessibility

villas buildings resorts

Site area/zone Crowded 6 Close to 10 Adjacent to 10
KAUST KAU
Closeness to the 19 km 10 35 km 8 3 km 10
airport
Man-made features: Bohairat 7 Doorat Al 9 KAU 8
monuments/landmarks Village Aroos
Neighborhood context Touristic 7 residential 8 Educational 6
+
recreational
Circulation Obhur 8 Service 6 Obhur Road 8
Road Road

Climate (solar access, Humid 7 Humid but 8 Hot, humid, 5

winds) Very windy not windy
Coral reef zones Poor 3 On and off- 10 none 0
shore
Topography (slopes) none 10 none 10 none 10
Geology sand 6 Coral stones 9 Sand 10
+ sea shells
Soil Sand 6 Quartz sand 6 Sand 10
Environment

Vegetation none 0 None 0 some 5

Historical resources none 0 None 0 none 0
Views: inside out, Average 7 Excellent 10 bad 4
outside in
Surrounded buildings’ Some 7 Not much 10 various 5
colors colors
Buildings’ height 2-3 storeys 10 2-3 storeys 10 3-4 8
estimation high high

Surrounded Structural None 10 None 10 none 10

Shading/ Sun-shadow
pattern
Total 129/210 61.4 % 166/210 79 % 129/210  61.4 %

31
4.5- Selected Site:

According to the site evaluation, the final percentage indicates that site number two is the
most appropriate location for the project.
The site is located in the continent of Asia, Saudi Arabia. Western Region, Jeddah.
The site is located northern Abhur, south Western KAUST- King Abdullah University for
Science and Technology. It is in an area called Ras Hatiba Lagoon with latitude of 21° 58' 42 N,
and longitude: 38° 56' 14 E

4.5.1 Introduction

Five areas along the Saudi coast are

noted for their extensive coral reefs: the Tiran
islands area, Wejh bank, the area north of
Yanbu, the coastline between Obhur and
Thuwal (Ras Hatiba), north of Jeddah; and the
outer Farasan bank.
According to the World’s Coral Reef
Maps (*Please refere to Appendix 1) , Ras
Hatiba lagoon is a very important corals zone
that is characterized by its hyper saline
Figure 29- Ras Hatiba Lagoon
elongated water body. It is connected to the Red
Sea by a narrow and shallow opening. The total
area of the lagoon is 30 km2.

4.6- Site’ historical importance:

As observed throughout the studies and site visit, the soil’s surface is covered with sea
shells, coral stones, and corals. The soil contains a large amount of Salt⁸ . The site’s
geographical history goes back to being sea land which explains all the previously mentioned
natural phenomena. According to geographical and natural factors the sea drifted back from the
shore, causing this land area. The sea’s color is turquoise unlike the Red Sea’s color’s features
due to shallow zones within the sea that embraces the site.

32
4.7- Site’s landmark/man- made features:

Dorrat Al Aroos is a significant landmark that is

viewed from the southern side of the site. It covers a total
area of 8 million m²along the Red Sea cost. It includes
conference halls, luxury villas, recreation centers,
equestrian club provided by a school for teaching
equestrian skills, a golf club, a boat and yacht club
arranged all together with interesting landscape and
gardens. In addition, it includes 1500 housing units. It is an
important landmark along Jeddah’s coastal resorts. Figure 30- Dorrat Al Aroos Resort

Population usually prefers going there during weekends as

well as summer vacations away from the city to enjoy the facilities, beach, view, and company.

4.8- Site’s Natural Factors:

The site is flat sandy terrain that has a major geographical feature which is being part of
“Ras Hatiba Lagoon” at the Red Sea

4.9- Site’s Soil features:

The soil of the non-tropical, coastal settings in

inland continental zones is characterized by its
component of Silica (Silicon, dioxide -SiO2) in the form
of Quartz. Quartz is the most common mineral resistant
to weather changes because of its inertness and
significant hardness. White sand that was found in the
site is categorized as limestone. Its components contain
coral and shell fragments in addition to other organic or
organically derived fragmental material. Figure 31- Site's Soil Features

“Ras Hatiba” lagoon is composed of relatively large parts or particles of grains. Some of
them are silts (very fine small sand) and spread clay particles. Coarse, is the major sand size that
characterizes the area.17These existing features, elements, and rich minerals add more value to
the site and therefore importance.

33
4.10- Site’s surrounded shading/ sun shadow pattern:

The surrounded structural buildings private villas of

2-3 floors that do not cast any shades and shadows on the
selected site which means that the site is free from any casted
shades and shadows.

Figure 32- Site's Surroundings-Private

Villa
4.11- Site’s climate:

 Humidity: It reaches its highest degree at the end of

the summer season August.

 Temperature: Lowest Degree in Jeddah during

December and January & Highest degree in Jeddah
during June and July.

 Rains: Rain is very scarce, mostly light showers type

accompanied by thunderstorms, usually fall during
winter and spring.

 Prevailing winds: wind in Jeddah is North-Western.

Figure 33- Jeddah's Climate
When coastal land is warmed by the morning sun, the
air above it rapidly becomes warmer and more
buoyant than the air above the neighboring sea. This
hot air, due to its light density rises and then is
replaced by cool, moist air, drawn in from above the
sea. A circulatory system develops, with warm air
rising over the land and descending over the sea to
flow back onshore as a gentle sea breeze.

The boundary between sea and land air—the Figure 34- Sea Breeze Air Circulation
sea breeze front—can mark sharp contrasts in
temperature and humidity, and may move tens of kilometers inland. At night, the effect
tends to reverse.

34
4.12- Site’s Human & Culture:

Throughout a visit to KAUST, it was overwhelming to know more about the new visions
the kingdom is seeking toward education and technology. However it was very inspiring how the
educational atmosphere and environment was so motivating to all students, scientists, employees,
and even visitors. However, this educational revolution exited within the frame of Islamic and
cultural values.
Such an example tells a lot about the human and culture in Saudi Arabia. It gives a lot of
hope as well as encouragement to people who aspire to attain higher knowledge and seek to
benefit themselves and the society they live in.
Locating the site beside a major educational figure in the kingdom, KAUST adds more
benefit to the project. In addition it supports the site’s criteria which to be placed in an important
educational zone to serve educational and knowledge exchange.

4.13- Site’s future vision:

It was decided and determined to choose a site in northern Jeddah, where the marine
environmental condition is better than it is along Jeddah’s coastline. Since the city’s urban
expansion is moving toward the north, it is a unique opportunity to use this strategic site. The
site’s location will be having a promising future’s importance as people are being more
concerned about marine life preservation, and more aware of research importance. In addition, as
the city’s future urban expansion is reaching the north, it is assumed to be easily accessible and
involved within the city’s boarders.

4.14- Site’s problems:

1. Long travel distance

Travel distance from the King Abdul Aziz International

Airport to the site is estimated to be approximately 50 km. This
path was measured from the airport’s location along Madina Road
to Dahaban intersection, and finally to Dahaban Western detour.

Estimated time when traveled with an average speed of

110 km/hr (on the highway) was of average 25-30 minutes.

However, distance estimated from the center of the city at

the intersection of Madina Road with Tahlia Street is 66 km
approximately. This path was measured from the intersection at
Madina Road to Dahaban’s, and finally to Dahaban Western
Figure 35- Site's Long
detour. Travel Distance

35
 Estimated time when traveled with an average speed of 90 km/hr was the average
of 42 minutes (without traffic).This means that there is a relatively long travel distance
from the city to the site.

2. Lack of direct accessible roads

Since the site is away from the city, located in the further north; it was observed
that the site was surrounded by vacant lands. This has resulted with the problem of
unavailability of directly accessible roads. Figure 33

Figure 36- Site's lack of direct accessible roads

Therefore, it was suggested to design a service road connecting the tertiary road
and leads directly to the proposed site. The road will be designed perpendicular to the
service road that intersects the Dahaban detour.

Figure 37- Site's solution: Proposed Streets

36
 4.15- Site Analysis Conclusion:

3. Site linearity is required to provide maximum sea views to all buildings, as well as to
serve direct access to the sea needed by research buildings.
4. Site leveling is important for natural tide that reaches maximum of 60 cm, as well as
natural rain water recycling
5. The site will be divided to two main zones: Quite and noisy
6. Quite zone will be located on the northern part of the land since it is surrounded by
vacant lands and have no direct access to the street.
7. Noisy zone will be located on the southern part since it is directly accessed by proposed
streets, and surrounded by a touristic area.
8. Residence area will be located on the north where it has some views to the sea, as well
as surrounded by vacant lands to provide minimum noise as possible
9. Research Buildings/Departments will be located by the sea to provide direct access
for experiments, as well as nice views to the building users
10. Auditorium will be accesses by external service road that will lead directly to the
space avoiding the traffic that might be caused at the main parking lot. It will be serving
as the main entrance hall for visitors and new comers.
11. Library will be placed in the middle of both quite, and noisy zone to serve the public,
and as well as the private ones within the campus. It will be located behind the
auditorium to be accessed by the service road and as well as the other one. It is
enclosed within other buildings to protect computers, and books from solar radiation
12. Showroom and food court will be located in southwest the noisy zone, along the shore
facing the prevailing winds to provide good ventilation for kitchens, and food court as
well as views to the campus with the sea.
13. Mosque will be integrated within the showroom and the parking to serve the dense
area, and facing the Qibla orientation (south-east)
14. Parking will be located on the site boarders, southeast, to be accessed directly by the
proposed street.

Site zones

Quiet Zone Noisy zone

 Research Building  Auditorium

 Central Library  Showroom + Restaurants
 Residence  Outdoor activities
 Mosque  Parking Lot

37
1.3.2- Design strategy:

1. Horizontality
- To reflect the theme of the project Research Park
- Buildings of different functions distributed along the site and are composed of
maximum 3-4 floors to be proportioned to human scale.
2. Land leveling variety
- Reflect the site and concept (various levels, waves)
- Serve the rain water flow to be recycled naturally
- Rain water flow will provide natural watering for landscaped and planted area
- Ensure maximum sea views to all buildings
3. Transparency, relation with outside (view and light)
- Providing skylights within buildings to create an inspiring, motivating environment
- Allowing maximum views to the sea
4. Linearity
- To provide maximum sea views to all buildings
- To provide maximum direct access to the sea by the buildings (for experiments)
5. Stepped Building Concept:
- Create relationship with indoor/outdoor space
- Create more shades and shadows on the building throughout the day
- Reflect the concept of sailing’s movement
6. Maximum Shades and Shadows
- To serve the large scale project
- To solve local climatic issues
7. Free-flowing lines: buildings and landscape
- Reflect the concept of floating on water: flexibility, non-rigid/solid/sharp lines/angles

4.16- Site relations with surroundings:

The following section illustrates the chosen site’s maps and relations to the region, the
city, and neighborhood. In addition it displays the site views and the final zoning of the site
according to the site analysis mentioned previously.

38
 Chapter Five

-Final Design-
5.1- Introduction:

This chapter discusses the design concept of the project, “Marine Science Research
Park”, explains the features of spaces. In addition, it clarifies the distribution of interior spaces,
and illustrates the final presentation.

Figure 46- Project’s Master Plan

5.2- Design’s concept and philosophy:

The journey to discover the truth is like sailing. One would sail into the depths of oceans
to experience and learn from various worlds of utter knowledge.

5.3- Design Elements:

Design elements feature the various buildings of the project and emphasize the purpose
of design in relation to the main design concept and philosophy.

39
5.3.1- Central Axial Bridge:

The site’s central axe ends with a significant bridge .The

bridge is covered with double glazed reflective glass panels for
thermal and heat protection to excite research building users and
invited visitors. The bridge gives more emphasis to the research
building as it directly connects is with the surroundings.

Figure 47- Central Axial Bridge

5.3.2- Research Building:

Figure 38- Perspective: Research Building (1)

Framed by the library’s passage to excite visitors, the building is located in the sea to
reflect the concept of sailing into the depths of knowledge. Its location and direct sea views
inspire scientist, and researchers. The building is accessed by bridges coming from the main axe,
and through a bridge that is linked by scientists’ residence. Invited visitors can easily access the
conference halls that are located nearby the main entrance of the research building. Ground floor
is divided to four departments that are connected to each other; this enables staff to enjoy the
privacy of their own department. Every department has its own clear entrance.

40
 Figure 39- Perspective: Research Building (2)

Integration of private and open plan offices is implemented. Open plan offices (cubical)
are essential to encourage communication, and are flexible to exchange ideas and develop
research quality. Main Cafeteria is located in the north of the building and has direct views to the
sea. Lounges are zoned in several spaces to provide comfort for researchers who work for long
hours.
The Garden Atrium Lobby creates a
welcoming atmosphere for visitors and space
users. It links the departments together, and
provides an inspiring working environment
for researchers. In addition, it lightens the
interior of the building, maximizes useful
daylight, and minimizes excessive sunlight
and associated unwanted heat gains.
Figure 40- Section: Garden Atrium Lobby

Each Laboratory is composed of two connected laboratories: Preparation Lab (for

weighing and measuring), and Experimental Lab. Lab safety is carefully studied as it is highly
important and critical. Labs have double-door safety lobby, and self closing doors. Offices are
separated from laboratories to avoid long-term chemical exposure and direct contact with
experiments. A large section of glass is laminated in laboratories. Viewing windows into the labs
from the corridor is applied.
Second Floor’s bridges ensure better connection and interaction with other departments.
They enhance good communication throughout all departments. In addition, adds aesthetic
quality to the building’s interior.

41
5.3.3- Central Library:

Figure 51- Perspective: Central Library

The central library is composed of two main sections: Digital Library, and a regular one.
Located in the West Wing, The Digital Library involves several media storage formats. It
includes a digital media shop to allow public and private users purchase certain data. It provides
computerized workstation that aids in research. In addition, it supports latest maintenance for
diverse technical services.

Regular Library is located in the East Wing. The ground floor is considered as a partially
loud section. It includes Children’s Library, coffee shop, administration, and an additional
entrance that leads to the auditorium.

The first Floor’s distribution is

symmetrical. The two wings are connected in
the second floor by a bridge, and a seminar
room that is projected toward the sea. Second
floor has research zone that includes
bookshelves, computer workstations, and
reading sections. Second Floor unites two
wings together. Figure 52- Section: Central Library

42
5.3.4- Scientists’ Residence:

Figure 53- Perspective: Residence (1)

The scientist residence is divided to two buildings: Beach-Front Residence, and Pool-
Front Residence. Beach Front Residence has direct access to the beach and the swimming pool.
It is privately accessed by the residents and it is enclosed within the landscape to support
privacy, and add aesthetic value.

Pool-Front Residence provides residents with

various facilities for their own leisure. Such facilities
include gym, restaurant, laundry services, and shops
of diverse utilities. In addition, residence includes an
administration department that manages these
services.

Upper floors are composed of spacious rooms

that range from 40- 60 m ² each. Floors are stepped
back (Fig. 54) to add outdoor sitting areas with direct Figure 54- Perspective: Residence (2)
sea views for residents’ comfort, and to connect
indoor space with outdoor one.

43
5.3.5- Auditorium:

Figure 55- Perspective: Auditorium

The auditorium is located in the western side of the project. It is accessed by two main
entrances. Main auditorium hall hosts 276 individual. The building features a café and sitting
areas that are reached by few stepped stairs to create an interesting and exciting atmosphere.

5.3.5- Showroom and Restaurants:

Figure 56- Perspective: Showroom & Restaurants

The showroom and restaurants are located along the sea. A main passage that connects
the restaurants ends is covered by sail-like shades that reflect the main concept. The restaurants
have indoor and outdoor sitting areas. Restaurants overlook the marina which is used for smart,
hi-tech. boats for live marine-related experiments usage.

44
5.3.6- Mosque:

Figure 57- Perspective: Mosque

The mosque has an interesting approach as it is surrounded with circular pathways and
fountains. The mosque is rotated according to the main Qibla’s direction; South-East. The main
axial entrance of the mosque is shaded with sail like shades that reflect the main concept. The
mosque is covered with sails fabric in a tent structure to support the concept of the project.

5.4- Final Presentation:

The following images displays the final presentation. Each sheet demonstrates the Marine
Science Research Park’s buildings’ plan(s), section(s), zoning analysis, location map, and
perspective.

45
Figure 58- Master Plan Sheet

46
Figure 59- Research Building Sheet

47
Figure 60- Central Library Sheet

48
 Figure 61- Scientists’ Residence Sheet

49
 Figure 62- Auditorium Sheet

50
Figure 63- Showroom’s, Restaurants’, and Mosque’s Sheet

51
Figure 64- Project’s Perspective: Bird’s Eye View

52
 List of Figures
Figure 1- Barcelona Biomedical Park Front Elevation…………………………………………....7
Figure 2- Barcelona Biomedical Research main Building………………………………………..8
Figure 3- Barcelona Biomedical Research 1st, 2nd floor plans…………………………………...8
Figure 4- Barcelona Biomedical Research Building 3rd floor……………………………………9
Figure 5- Sidra Medical Research Center (Bird’s Eye View)…………………………………...10
Figure 6- Sidra Medical Research Center in relation to Education City………………………...10
Figure 7- Sidra Medical Research Center plan…………………………………………………..11
Figure 8- Sidra Medical Research Center exterior shots………………………………………...11
Figure 9- Sidra Medical Research Center Site Plan……………………………………………...12
Figure 10- KAUST’s Bird’s Eye View…………………………………………………………..13
Figure 11- KAUST's Site Plan…………………………………………………………………...14
Figure 12- KAUST's Discovery Walk Pedestrian Spine………………………………………14
Figure 13-KAUST's shaded courtyards………………………………………………………….15
Figure 14- KAUST's cantilevered buildings……………………………………………………..15
Figure 15- KAUST's Solar Tower……………………………………………………………….15
Figure 16- KAUST's buildings covered with horizontal louvers………………………………..15
Figure 17- KAUST's interior architecture……………………………………………………….16
Figure 18- Bubble Diagram- Lab Distribution .....……………………………………………...18
Figure 19- Bubble Diagram- Research Building..……………………………………………….19
Figure 20- Bubble Diagram- Library (Ground Floor: Right Wing)…………………………...21
Figure 21- Bubble Diagram- Library (Ground Floor: Left Wing)……………………………..21
Figure 22- Bubble Diagram- Auditorium..………………………………………………………23
Figure 23- Bubble Diagram- Residence...…………………………………...…………………..25
Figure 24- Bubble Diagram- Showroom & Restaurants……………………………………….26
Figure 25- Proposed Site's Dimensions..............................………………………………...……28
Figure 26- Proposed Site- 1........................................…………………………………………30
Figure 27- Proposed Site- 2...........................................…………………………………………30
Figure 28- Proposed Site- 3……..................…………………………………………………….30
Figure 29- Ras Hatiba Lagoon …………………………………………………………..………32
Figure 30- Dorrat Al Aroos Resort………………………………………………………………33
Figure 31- Site’s Soil Features…………………………………………………………………33
Figure 32- Site's Surroundings-Private Villa..…………………………………………………...34
Figure 33- Jeddah's Climate ……………………………………..………………………………34
Figure 34- Sea Breeze Air Circulation....………………………………………………………...34
Figure 35- Site's Long Travel Distance........…………………………………………………….35

53
Figure 36- Site's lack of direct accessible roads.………………………………………………...36
Figure 37- Site's solution: Proposed Streets…...………………………………………………...36
Figure 38- Site in relation to the region………………………………………………………….39
Figure 39- Site in relation to the city.................…………………………………………………40
Figure 40- Site in relation to neighborhood.……………………………………………………..41
Figure 41- Site’s sun and wind directions ……………………………………………………...42
Figure 42- Site Views: inside-Out.………………………………………………………….......43
Figure 43- Site’s Views: Outside- In.......……………………………………………………….44
Figure 44- Site’s Zoning- Zones..............………………………………………………………45
Figure 45- Site’s Zoning- Buildings according to site analysis & program…………………...46
Figure 46- Project’s Master Plan......…………………………………………………………...47
Figure 47- Central Axial Bridge…….…………………………………………………………..48
Figure 48- Perspective: Research Building (1)..............................………………………………48
Figure 49- Perspective: Research Building (2)..............................………………………………49
Figure 50 - Section: Garden Atrium Lobby………………......….................................................49
Figure 51 - Perspective: Central Library………………......….....................................................50
Figure 52- Section: Central Library...............................................................................................50
Figure 53- Perspective: Residence (1)...........................................................................................51
Figure 54- Perspective: Residence (2)...........................................................................................51
Figure 55- Perspective: Auditorium...............................................................................................52
Figure 56- Perspective: Showroom & Restaurants........................................................................52
Figure 57- Perspective: Mosque....................................................................................................53
Figure 58- Master Plan Sheet.........................................................................................................54
Figure 59- Research Building Sheet..............................................................................................55
Figure 60- Central Library Sheet...................................................................................................56
Figure 61- Scientists’ Residence Sheet..........................................................................................57
Figure 62- Auditorium Sheet.........................................................................................................58
Figure 63- Showroom’s, Restaurants’, and Mosque’s Sheet.........................................................59
Figure 64- Project’s Perspective: Bird’s Eye View.......................................................................60

54
 Bibliography

1. (2010). Retrieved April 8, 2010, from PRBB : Parc de Recerca Biomèdica de Barcelona :
http://www.prbb.org/contingut/part00?from_action=eng_part00

2. Alfi, L. S. (2010, May 25). Assistant Manager| KAUST Industrial Collaboration

Program| Economic Development. (R. A. Amawi, Interviewer)

3. Aljinaidi, p. A. (2010, May 11). Professor of Mechanical Engineering and dean of

Research & Consulting Institute. (R. A. Amawi, Interviewer)

4. Building & Fire Safety- Laboratoy Safety Design Guide- Windows I Chapter 1: General
Requirements for laboratories. (2008, July 08). Retrieved May 13, 2010, from University
of Washington Environmental Health & Safety:
http://www.ehs.washington.edu/fsodesignrev/s1genreqsforlabs.pdf

5. Field, R. (1998). Reef Fishes of the Red Sea, aguide to identification. London: Kegan
Paul International.

6. Hardo Braun, D. G. (2005). Research and Technology Buildings: A Design Manual.

Basel, Switzerland: Birkhäuser.

7. Husseini, D. I. (2010, May 25). Museum Representative| Museum of Science &

Technology in Islam. (R. A. Amawi, Interviewer)

8. Kheirallah, K. (2010, May 8). Petrolium Sciences Graduate, AUB. (R. A. Amawi,
Interviewer)

9. Luyten, J. R. (2010, May 11). Professor of Marine Science & Engineering, Director of
Red Sea Research Center. (R. A. Amawi, Interviewer)

10. Mckinnon, M. (Director). (1990). Arabia Sand, Sea & Sky: The Red Sea Rift [Motion
Picture].

11. Mutaz, I. S. (1991). Environmental impact of seawater desalination plants.

Environmental Monitoring and Assesment , 75-84.

12. Nassar, M. I. (2010, May 25). Adminstrative Assistant| ED- KAUST Industry
Collaboration. (R. A. Amawi, Interviewer)

13. Neufert, E. a. (2000). Neufert Architects' Data- Third Edition. OXford: Blackwell
Science Ltd, a Blackwell Publishing Company.

1
14. News, P. A. (2009, March 11). Saudi education 'Passing through a historic phase'.
Retrieved June 4, 2010, from Ministry of Education Kingdom of Saudi Arabia:
http://www.moe.gov.sa/openshare/englishcon/e11_03_2009_140733.html

15. Qatar Marine Festival. (2010, April 19). Doha, Qatar.

16. Red Sea & Gulf of Aden: What's at risk. (n.d.). Retrieved May 28, 2010, from Red Sea &
Gulf of Aden: http://www.unep.ch/regionalseas/main/persga/redrisk.html

17. Science, U. E. (2002). Encyclopedia.com: Find Bioenergy Research. Retrieved May 13,
2010, from Bioenergy- FREE Bioenergy information:
http://www.encyclopedia.com/doc/1G2-3438100098.html

18. Sea breeze: Definition from Answers.com. (n.d.). Retrieved May 24, 2010, from
Answers.com The World's leading Q & A Site: http://www.answers.com/topic/sea-breeze

19. Seawater Desalination-Environmental impacts. (2005). Retrieved April 5, 2010, from

paua- Site about seawater desalination by Sabine Lattemann:
http://www.paua.de/Impacts.htm

20. Sidra Medical & Research Center’s Sparkling Design Incorporates Nature to Promote
Healing. (2007, March 13). Retrieved March 31, 2010, from Ellerbe Becket:
http://www.ellerbebecket.com/success/newsitem/393/Sidra_Medical_Research_Center_s
_Sparkling_Design_Incorporates_Nature_to_Promote_Healing.html

21. Sidra Medical and Research Center . (2009). Retrieved March 31, 2010, from
Architectural Design:
http://www.sidra.org/en/ProjectUpdates/ArchitecturalDesign/Pages/default.aspx

22. Susan J. Blake, P. (2010, May 10). Director of the Research and Consultancy Institute-
Effat University. (R. A. Amawi, Interviewer)

23. Sustainable Development| Building Materials & Resources. (2010). Retrieved April 4,
2010, from King Abdullah University for Science & Technology:
http://www.kaust.edu.sa/about/sustainable/building.html

24. Voolstra, C. R. (2010, May 21). Assistant Professor of Marine Science, KAUST. (R. A.
Amawi, Interviewer)

25. White, E. T. (1983). Site Analysis: Diagramming Information For Architectural Design.
Tallahassee, Florida: Architectural Media Ltd.

26. Writer, S. (2001 , August 16). Abdullah Visits Durrat Al Aroos Tourist Resort. Retrieved
May 24, 2010, from Arab News The Middle East's Leading English Language Daily:
http://archive.arabnews.com/?page=1&section=0&article=4725&d=17&m=8&y=2001

2
27. Writer, S. (2001, August 16). Abdullah visits Durrat Al-Aroos tourist resort. Retrieved
may 29, 2010, from Arab News The Middle East's Leading English Language:
http://archive.arabnews.com/?page=1&section=0&article=4725&d=17&m=8&y=2001

Appendix1: World’s Coral Reefs Maps- Saudi Arabia

3
Appendix 2: Survey Questions & Attached Results
4
Effat University

College of Engineering

Architecture Department

Please highlight your answers:

1. Age:
a) less-18 b) 18-24 c) 25-30 d) 30-above

2. Company/ Educational Institute:

_______________________

3. Educational Status:
a) High school Diploma b) Bachelor c) Masters d) phD
e) Other (please specify): _______________

4. How often do you research?

a) Once a month b) Once a semester c) Once a year

d) Other (please specify): _______________

5. Your research usually supports:

a) Individual’s purpose b) Educational institute c) Personal’s profession
d) Other (please specify): ______________

6. What kind of references do you frequently rely on?

o Books
o Internet/web pages
o Journals/e-journals
o Media: documentaries, newspapers, magazines, movies
o Personal interviews, surveys
o Scientific laboratories
o All of the above
o Other (please specify):____________

5
7. Are references/resources always available to you?
a) Yes b) No c) Other (please specify):
_________________

8. If not, would you recommend having a research park that includes specialized
laboratories, conference halls, and a library that can be accessed by public?
a) Yes b) No c) Other (please specify):
_________________

9. Do you like attending seminars, symposiums, and conferences regarding the latest
research updates and technology?
a) Yes b) No c) Other (please specify):
_________________

10. Are you interested in environmental preservation?

a)Yes b) No c) Other (please
specify):__________________

11. How often do you go to the beach, Red Sea?

a) Daily b) Once a week c) Once a month d) Once a year
e) Other (please specify):________________

12. How do you evaluate your experience of going to the beach?

a) The beach is very dirty, and highly polluted
b) The beach and marine life need to be preserved to protect the environment
c) The sea water is impure
d) The coral reefs are being harmed by man-made actions and therefore reduced
e) All of the above
f) Other (please specify)_______________________________________________

13. Do you approve of having a show room/exhibition hall that arranges trips for high
school students to raise the awareness of marine life preservation?
a)Yes b) No c) Other (please
specify):__________________

6
14. Do you support the idea of having a “Marine Research Park” that is aims to
improve the research aspect of the marine science, protect the environment, and
provide the latest research technology?
a)Yes b) No c) Other (please
specify):__________________

15. If this park consisted a library that can be accessed by the public for their personal
research and use, how often will you visit?
a) Once a week b)Once a month c) Once a semester
d) Other (please specify):________________

16. Would you and/or your family be interested in attending marine-related

entertaining activities, festivals, and fun events?
a)Yes b) No c) Other (please
specify):__________________

17. Are you interested in beach-sports?

a)Yes b) No c) Other (please
specify):__________________

18. Which of the listed site locations is most preferable to you?

o Close to KAU-Faculty of Marine Science
o Northern Abhur
o Southern KAUST, King Abdullah University for Science and Technology
o Other (please specify) __________________
19. Additional Comments/suggestions (optional)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
20. Are you interested in being contacted and updated about the project in the future?
If so, please fill out the listed items below:
Name
Company
Job Title
Email
Address
Mobile
Number

7
Survey results

8
9
10
 Appendix 3: Interviewees

Dr. James R Luyten…………………………………………Director, Red Sea Research Center

King Abdullah University for Science & Technology (KAUST)

Dr. Christian R. Voolstra………………………………..Assistant Professor of Marine Science

King Abdullah University for Science & Technology (KAUST)

Dr. Abdulmalik A. Aljinaidi…………….…………..Dean of Research & consulting Institute

King Abdul Aziz University (KAU)

Dr. Susan J. Blake…………………….……Director of the Research & Consultancy Institute,

Assistant Professor English Language & Translation
Effat University

Dr. Abdelmoniem El- Shorbagy………………………...…………………. Assistant Professor

Architecture Department
Effat University

Arch. Kholoud Moumani.………..…..…………………………………………………Lecturer

Architecture Department
Effat University

Mr. Loay S. Alfi ……...……………….…………………….............................Assistant Manager

KAUST Industry Collaboration Program - (KICP)
Economic Development
King Abdullah University of Science and Technology (KAUST)

Ms. Nashwa Al Hindi………………………………..….Assistant, Research & Graduate Studies

Effat University

Mr. Muhanned I. Nassar …………………….……………….………..Administrative Assistant

KAUST Industry Collaboration Program - (KICP)
Economic Development
King Abdullah University of Science and Technology (KAUST)

Mr. Kamal Kheirallah………………………………………...……Petroleum Science Graduate

American University of Beirut (AUB)

11
 Appendix 4: Interviews’ Questions –Marine Scientists–

1. What do you like most about your profession?

2. What were the influences behind you in becoming into marine science? Environmental?
Social? Educational? Other?
3. What are the specializations that your field has?
4. Do you work mostly with people, data or machines?
5. In your opinion, how do you perceive the future of this profession?
6. What do you think about marine life environment nowadays?
7. Do you think marine life is being harmed by manmade actions? If so, in your opinion,
how can we deal with it?
8. How did global warming affect the marine life in general?
9. What are the procedures people need to take in order to reduce the marine life damage?
10. How do you perceive the reservation of coral reefs in Red Sea in general, and in Jeddah
specifically?
11. How much will marine life protection and reservation enhance the economy through
tourism?
12. As a marine scientist, what are the positives and negatives about your profession?
13. What do you lack in terms of facilities, equipments, or spaces in your field that is not
provided?
14. Would you recommend having a “Marine Science Research Park” that will improve the
research quality in general and marine sciences specifically, protect the environment?
Why?
15. If this park will exist in the future, would you consider working, researching, or
benefiting from it?
16. How often will you visit it?
17. What are the things that you recommend for this park to have in terms of buildings, and
departments?
18. Would you be interested in on-site (sea) and live experiments?
19. From the suggested sites listed below, which one do you personally prefer as a location
for the project:
- Close to KAU-King Abdul Aziz University- Faculty of Marine Science (Abhur)
- Northern Abhur
- South-Western KAUST
- Other, please suggest
20. Would you like to add any additional information? (optional)

12
 Appendix 5: Interviews’ Questions –Researchers–

1. How long have you been a researcher?

2. Are there any unique tools or strategies used to carry out your research? If so, how do
they assist in your research?
3. What are your research goals?
4. Do you collaborate with others in the investigation of your research questions? If so, how
does this collaboration usually take place?
5. How do you envision your research benefiting the general public at large or a section of
the public?
6. What do you enjoy most about your research and your job?
7. What's the most important factor that has helped you succeed in research?
8. What are the challenging aspects of being a researcher?
9. On what basis the center/organization rely for data gathering?
10. Do you work mostly with people, data or machines?
11. Are resources and references always available to you?
12. How do you perceive resources and references’ availability in Jeddah?
13. How do you perceive the importance of research centers?
14. What are the benefits research centers provide for the community, users, or society?
15. Why do you think Arab youth are sort of not interested in education very much? Is it
because of the teaching methods? Lack of resources?
16. Tell me about your research program. What are you working on currently? What do you
plan to look at next?
17. What is the next career step for you and how will you achieve it? What help might you
need?
18. What advice would you offer people at the start of a research career?
19. Where do you find funding for you work?

13
 Appendix 6: Case Study Three, King Abdullah University for Science and
Technology (KAUST)

Construction Items included:

 Local concrete and steel with recycled materials.

 Interior finishes with low levels of volatile organic compounds and high levels of
recycled content (gypsum board, carpet tile, ceiling tiles, paints, adhesives, millwork).
 Interior furniture systems that contain no volatile organic compounds (VOC), are
Greenguard Certified, and have high levels of recycled content.
 All the wood for the KAUST campus was purchased from sustainability managed forests
and is Forest Stewardship Council (FSC) certified.
 More than 75 percent of all construction waste was recycled for the KAUST campus.

14