10 f capacitors buy in Radio Shack # 1 f capacitors buy i

1
SHELLHOUSE
Technology Engineering Design Project 15
instructional days at 45 minute class periods
2
Goal of Seminar

• Goal of this seminar for instructors is to
  understand how to integrate STEM into the
  classroom with a lesson plan and student
  activities that address state standards in STEM.
• Home for the Homeless, LLC is an excellent
  activity that includes design, marketing,
  community service, construction, and
  manufacturing.

3
Overview

• Inhabitable collapsible structure made of
  cardboard
• becomes a shelter able to provide an address to a
• defined group of unsheltered homeless persons, by
• means of radio devices, proposing a way to make
• them visible.
• Having an address is how we exist on society,
• how we become citizens, where we can be located,
• where we receive our mail, where our family and
• friends can contact us.

4
Overview

• A house is where we validate this existence in
  the
• physical space.
• A shelter that gives us protection, our intimate
• space.

5
Construction of Shelters
6
Construction of Shelters
7 Million Dome Homesfor the Homeless! Watch a
3 minute video of a model dome being built by the
students at Western Carolina University. Click
the PLAY button.  
7
Construction of Shelters
Cheap Geodesic Domes For fun we made a Cheap
Geodesic Dome for under 50 to be used as a
jungle gym. We did a time elapse to music for fun
as well, the video and music took twice as long
as making the dome itself. protection was added
on the joins to the kids don't get hurt Watch
a 3 minute video of a model dome being built by
the students at Western Carolina University.
http//www.youtube.com/watch?v-9b1usybzEo
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(No Transcript)
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STEP 1 THE CARDBOARD PLATE

• Grabb cardboard from the streets or what you have
  at home.
• Complete a plate of 7,4 x 5,5f. If you put
  different sizes boxes, be sure to put the stripes
  along the same direction.
• Complete the size however you can, putting them
  together with strong tape.

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STEP 1 THE CARDBOARD PLATE
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STEP 2 Measure of the Fold

• Mark where you will fold.
• Each fold has to be of 5,5 width.
• Mark lines of this length across the plate,
  following the stripes of the cardboard.
• Try to use the folds that come with the box,
  remember to follow the stripes of the cardboard,
  after marking, folding will be in that direction
  always (accordion).

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STEP 2 Measure of the Fold
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STEP 3 Measure of the Center Cups

• Divide the cardboard plate in 2 half's, by making
  a line in the middle, opposite to the lines you
  marked.
• Then, from that line, mark 6" to each side. You
  will have three lines center and 1 line in each
  side of it.
• Use a sharp pen or pencil to mark the cardboard,
  this will make easier its folding.
• Once this, mark crosses across the middle line
  with the pen. The intersection point of the
  crosses will be done in the point where the
  crease goes up, the diagonals will go from line
  to line.

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STEP 3 Measure of the Center Cups
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STEP 4 Fold as an Accordion

• Fold the lines you marked.

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STEP 5 Cut crosses in the middle
Open the cardboard plate you have the accordion
shape and a fold in the middle, now is time to
make half cuts in the crosses across the middle
line. Use a blade and a metallic ruler.
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STEP 5 Cut crosses in the middle
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STEP 6 Folding the Crosses
Folding the crosses to make concavities or cups
will be as follows try to get someone to help
you to keep one side tight keeping the shape of
the accordion, while the other keeps on folding
the other half. Remember to make the accordion
shape and while you go through it, the crosses
will become cups, folded to the interior of the
shape.
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STEP 6 Folding the Crosses
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STEP 7 Re-fold the whole shape
You can put weights on top to keep the accordion
shape, while you cut stripes of 5,5f by 5,5".
This stripes will help the structure to remain
stand-up. Take the shape and glue the stripes
in each extreme. The stripe will go from one side
to the other. Use strong tape to glue them.
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STEP 7 Re-fold the whole shape
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STEP 8 Embed Radio Device
Please go http//www.shellhouse.org/radio.html
to get the step by step of how to set up the
radio module.
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STEP 8 Embed Radio Device
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STEP 9 Give shelter to homeless
You had built the shelter, the radio device is
ready. You spent 35 in the whole experience,
learned how to make something from used
materials, got something to share about
electronics?
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STEP 9 Give shelter to homeless
Now please mail it to St. Francis of Assisi
Church 135 West 31st Street New York, NY 10001
Where the circuit you made, will be programmed
and set to talk to hand held receiver
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STEP 9 Give shelter to homeless
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Equipment / Tools

• Calculators
• Utility knives
• Hot glue guns
• Tape measures
• Protractors

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Supplies
1 solderless breadboard, you can buy from Jameco
Electronics.
1 - 9 volts battery and its adaptor
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Supplies
1 XBee ZigBee OEM RF Module, buy from Maxtream.
Breakout Board for XBee Module, buy in Spark Fun.
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Supplies
Female socket and Headers (for sodering zigbee to
the break out board), buy in Spark Fun.
3.3 voltage regulator, buy it on Sparkfun. (from
left to right, like it appears on the picture)
Ground-Output-Input.
31
Supplies
10µf capacitors buy in Radio Shack 1µf
capacitors buy in Radio Shack
LEDs, Switch, hook up wire buy from Radio Shack
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Supplies
At the end it will look like this. LEDs and
switch are not neccessary, since you will turn it
on/off, you won't program the radio so LEDs won't
blink.
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Procedure I

• Solder the XBee RF Module to the PCB breakout
  board as shown. The white letters should face
  down, away from the XBee Module. Be sure to leave
  enough space so that the headers do not touch the
  back of the module.
• (radio -female socket-breakout board- headers)

34
Procedure 2

• Set up the breadboards with the xbee radio
  module, the 9V to power the XBee radio, add the
  3.3 Volt regulator with the capacitors.
• Be sure to test the in and out voltage with a
  multimeter (optional, very useful, buy from Radio
  Shack), Remember the incoming voltage has to be
  5V and 3.3V out.

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Procedure 2

• This simple setup will allow you to get started
  with Xbee radio modules.
• This should help familiarize you with how the
  radios communicate, even though you won't program
  it yet.
• There's PLENTY more features on the XBee
  including broadcast modes, data enveloping and
  mesh networking. Learn more about xbees on Rob
  Faludi's blog - ITP

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Assessment

• Students should conduct anonymous peer to peer
  evaluations for everyone within their team
• Students should conduct a self evaluation for
  themselves
• Also have the students evaluate their own project
• Teachers should assign a group grade and base
  individual grades upon the peer to peer
  evaluations

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Assessment

• Teachers should also grade the finished project
• A low wattage light bulb and thermometer inside a
  model could test the projects ability to retain
  warmth
• Testing a full scale unit would ideally be tested
  by sleeping in it over night during the winter
  (probably not an option)

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Rubric (Peer to Peer and Group Evaluation)

• Peer to Peer grading ideas
• Willingness to work
• Works well in team
• Leads or follows
• Exhibits constructive criticism
• Effort of work
• Motivation level
• Safety
• Contribution to group
• Rank peers from most productive to least
  productive

• Teacher to group grading ideas
• Safety
• All members contributing
• Organization / Planning
• Compromising or Demanding (for unsettled issues)
• Did group need constant assistance from teacher
  or were they able to determine issues for
  themselves?

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Rubric (Constraints, Finished Project)

• The following should be considered as graded
  constraints
• Rigidity (sound construction)
• Portability (folding, ease of transport)
• Venting / Lighting
• Resistance to moisture and cold
• Size (recommended to house 2 adults and 2
  children)
• Budget (how much to produce a single unit - 500
  maximum cost)

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Interdisciplinary Connectedness

• Social Studies poverty, humanitarian aid
• Mathematics geometry, algebra, trigonometry
• Science Physics, Earth Science, Energy
• Health Human needs, hypothermia
• Engineering Design, Innovation, Invention and
  Inquiry

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Mathematics Connections 7th

• 0706.2.7 Write number sentences to solve
• contextual problems involving ration and percent.
• 0706.4.1 Understand the application of
• proportionality with similar triangles.
• 0706.4.2 Use similar triangles and
  proportionality
• to find the lengths of unknown line segments in a
• triangle.

42
Mathematics Connections 7th

• 0706.4.3 - Understand and use scale factor to
  describe the relationships between length, area,
  and volume.
• 0706.4.4 Compare angles, side lengthen,
  perimeters and areas of similar shapes.
• 0706.5.2 Interpret and solve problems using
  information presented in various visual forms.
• 0706.5.5 - Evaluate the design of an experiment.

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Mathematics Connections 8th

• 0806.1.8 Use a variety of methods to solve real
• world problems involving multi-step linear
• equations (e.g., technology, pencil and paper).
• 0806.1.3 Calculate rates involving cost per
  unit
• to determine the best buy.
• 0806.3.5 Use slope to analyze situations and
• solve problems.
• 0806.3.6 Compare and contrast linear and
• nonlinear functions.

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Mathematics Connections 8th

• 0806.4.1 Derive the Pythagorean theorem and
• understand its applications.
• 0806.4.2 Understand the relationships among
• the angles formed by parallel lines cut by
• transversals.
• 0806.4.3 Understand the necessary levels of
• accuracy and precision in measurement.
• 0806.4.4 - Understand both metric and customary
• units of measurement.

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Mathematics Connections 8th

• 0806.4.5 Use visualization to describe or
  identify
• intersections, cross-sections, and various views
  of
• geometric figures.
• 0806.5.1 Solve simple problems involving
• probability and relative frequency.

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Mathematics Connections 9-12

• Algebra 1 - Mathematical Process
• 3102.1.6 Use a variety of strategies to
  estimate and compute solution, including
  real-world problems.
• 3102.1.7 Identify missing or irrelevant
  information in problems.
• 3102.1.8 Recognize and perform multiple steps
  in problem solving when necessary.

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Mathematics Connections 9-12

• Algebra 1 - Mathematical Process
• 3102.1.15 Apply arithmetic concepts in
  algebraic contexts.
• 3102.1.16 Understand and express the meaning of
  the slope and y-intercept of linear functions in
  real-world contexts.
• 3102.1.19 Recognize and practice appropriate
  use of technology in representations and in
  problem solving.

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Mathematics Connections 9-12

• Algebra 1 - Mathematical Process
• 3102.1.20 Estimate solutions to evaluate the
  reasonableness of results and to check
  technological computation.
• Number and Operations
• 3102.2.5 Perform operations with numbers in
  scientific notation (multiply, divide, powers).
• 3102.2.6 Use appropriate technologies to apply
  scientific notation to real-world problems.

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Mathematics Connections 9-12

• Algebra 1 - Mathematical Process
• 3102.3.1 - Recognize and extend arithmetic and
  geometric sequences.
• 3102.3.3 Justify correct results of algebraic
  procedures using extension of properties of real
  numbers to algebraic expressions.
• 3102.3.5 Add, subtract, and multiply
  polynomials including squaring a binomial.
• 3102.3.6 Find the quotient of a polynomial and
  a monomial.

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Mathematics Connections 9-12

• Algebra 1 - Mathematical Process
• 3102.3.8 Solve and understand solutions of
  quadratic equations with real roots.
• 3102.3.9 Understand and use exponential
  functions to solve contextual problems.
• 3102.3.10 Add, subtract, multiply, and divide
  rational expressions and simplify results.
• 3102.3.21 Determine the equation of a line
  using given information including a point and
  slope, two points, a point and a line parallel or
  perpendicular, graph, intercepts.

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Mathematics Connections 9-12

• Algebra 1 - Mathematical Process
• 3102.3.28 Solve systems of linear equations
  graphically, algebraically, and with technology.
• 3102.4.1 Understand horizontal/vertical
  distance in a coordinate systems as absolute
  value of the difference between coordinates
  develop the distance formula for a coordinate
  plane using the Pythagorean Theorem.
• 3102.4.4 Develop the midpoint formula for
  segments on a number line or in the coordinate
  plane.

52
Mathematics Connections 9-12

• Geometry
• 3108.4.1 Develop the structures of geometry,
  such as lines, angles, planes, and planar
  figures, and explore their properties and
  relationships.
• 3108.4.2 Describe the properties of regular
  polygons, including comparative classification of
  them and special points and segments.
• 3108.4.9 Develop the role of circles in
  geometry, including angel measurement, properties
  as a geometric figure, and aspects relating to
  the coordinate plane.

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Mathematics Connections 9-12

• Geometry
• 3108.4.10 Develop the tools of right triangle
  trigonometry in the contextual applications,
  including the Pythagorean Theorem, law of sines
  and law of Cosines.

54
Science Connections 9-12

• Physical Science Embedded Technology and
  Engineering
• CLE 3202.T/E.1 Explore the impact of technology
  on social, political, and economic systems.
• CLE 3202.T/E.2 Differentiate among elements of
  the engineering design cycle design constraints,
  model building, testing, evaluating, modifying,
  and retesting.

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Science Connections 9-12

• Physical Science Embedded Technology and
  Engineering
• CLE 3202.T/E.3 Explain the relationship between
  the properties of a material and the use of the
  material in the application of a technology.
• CLE 3202.T/E.2 Describe the dynamic interplay
  among science, technology, and engineering with
  living, earth-space, and physical systems.

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Science Connections 9-12

• Physical Science Embedded Technology and
  Engineering
• CLE 3202.T/E.3 Explain the relationship between
  the properties of a material and the use of the
  material in the application of a technology.
• CLE 3202.T/E.2 Describe the dynamic interplay
  among science, technology, and engineering with
  living, earth-space, and physical systems.

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Science Connections 9-12

• Scientific Research
• 3295.T/E.1 Distinguish among tools and
  procedures best suited to conduct a specified
  scientific inquiry.
• 3295.T/E.2 Apply the engineering design process
  to construct a prototype that meets
  developmentally appropriate specifications.

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Science Connections 9-12

• Scientific Research
• 3295.T/E.3 Evaluate a protocol to determine the
  degree to which an engineering design process was
  successfully applied.
• 3295.T/E.4 Explore how the unintended
  consequences of new technologies can impact human
  and non-human communities.
• 3295.T/E.5 Evaluate the overall benefit to cost
  ration of a new technology.

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Science Connections 9-12

• Scientific Research
• 3295.T/E.6 Present research on current
  technologies that advance health and contribute
  to improvement in our daily lives.
• 3295.T/E.7 Design a series of multi-view
  drawings that can be used by other students to
  construct an adaptive design and test its
  effectiveness.

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Science Connections 9-12

• Physics
• 3231.5.2 Solve problems of resistance using
  Ohms law (E IR (of VIR)
• 3231.5.4 Draw and explain series and parallel
  circuits.
• 3231.5.5 Solve problems related to voltage,
  amperage, and resistance.
• 3231.5.6 Build series and parallel circuits and
  explain how they function.

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Science Connections 9-12

• Physics
• 3231.5.8 Design an experiment to demonstrate
  the flow of charged particles and an electric
  current.
• 3231.5.12 Identify components of series and
  parallel circuits and solve problems related to
  voltage, amperage, and resistance.

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How Technology Works

• Technology Engineering The students will be
  able to
• Describe the relationship between human needs and
  technology.
• Identify the seven resources upon which all
  technologies depend.
• Describe and give examples of manufacturing,
  construction, transportation, communication, and
  bi-related technologies.

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Design and Problem Solving

• Technology Engineering The students will be
  able to
• Pass a general safety and hand tool test
• Properly measure, layout and cut materials to
  appropriate sizes
• Define design.
• Explain how problem solving is part of designing.

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Design and Problem Solving

• Technology Engineering The students will be
  able to
• Explain the steps of the design process.
• Describe a variety of modeling techniques.
• Use the design process to solve this shelter
  problem.
• Sketch and design their shelter using correct
  drafting procedures
• Understand layout techniques

65
Electricity and Electronics

• Technology Engineering The students will be
  able to
• Identify electrical components
• Assemble electrical components using a bread
  board
• Pass a test on electrical applications
• Describe the relationships among voltage,
  current, and resistance.

66
Electricity and Electronics

• Technology Engineering The students will be
  able to
• Explain the basic organization of a series and a
  parallel circuit.
• Describe the operation and uses of diodes and
  transistors.
• Explain the operation of an electronic device in
  terms of input, process, and output.

67
Structures

• Technology Engineering The students will be
  able to
• Identify the four parts of a system.
• Describe the loads and forces that act on
  structures.
• Explain the difference between a static load and
  a dynamic load.

68
Manufacturing

• Technology Engineering The students will be
  able to
• Describe the difference between natural and
  synthetic materials.
• List the basic steps in the manufacturing system.
• Identify five items or tools they used on this
  project.

69
Vocabulary

• Absorption - The taking in or incorporation of
  something, such as a gas, a liquid, light, or
  heat
• Battery a device that converts chemical energy
  into electrical energy.
• Brainstorming A process in which group members
  suggest ideas as they think of them.
• BTU British Thermal Unit - a unit of heat equal
  to the amount of heat required to raise one pound
  of water one degree Fahrenheit at one atmosphere
  pressure
• Circuit In electricity, known as the pathway
  through which electrons travel.

70
Vocabulary

• Current The flow of electrons in a wire or
  other conductor.
• Design A plan for making something.
• Design brief A statement of the problem that is
  to be solved.
• Design process A process that uses problem
  solving to arrive at the best solution, or
  design..
• Drafting The process of representing
  three-dimensional objects in two dimensions.
• Electricity The flow of electrons through a
  pathway that conducts electricity.

71
Vocabulary

• Ergonomics the study of designing equipment and
  devices that fit the human body, its movements,
  and its thinking patterns.
• Feedback Information about the output of a
  system. It is used to monitor how a system is
  working.
• Force A push or pull that transfers energy to
  an object. Forces on a structure can be external
  or internal.
• Foundation The part of the structure in contact
  with the ground.
• Homeless - Someone with no housing.

72
Vocabulary

• Hypothermia - Abnormally low body temperature
• Input Something that is put into a system. In
  some systems, the input is a combination of the
  seven resources of technology.
• Innovation A change created by improving an
  existing technology.
• Invention The process of designing new products
  Ohms Law
• Load An external force on an object.
• Manufacturing The changing of materials into
  usable products.

73
Vocabulary

• Plans Drawings that show the builder or
  designer how to construct the structure.
• Poverty - The state of being poor lack of the
  means of providing material needs or comforts
• Process - That part of a system during which
  something is done. It is the action part of
  the system.
• Prototype A full-size model of an product. It
  looks and works like the actual product.

74
Vocabulary

• R Value Resistance Value -A measure of the
  capacity of a material, such as insulation, to
  impede heat flow, with increasing values
  indicating a greater capacity
• Raw materials Materials as they occur in
  nature.
• Shelter - Something that provides cover or
  protection, as from the weather
• Specifications Written details about materials
  and other project-related concerns.
• System An orderly way of achieving a goal.

75
Vocabulary

• Structure Something that is constructed, or
  built.
• Technology Using knowledge to develop products
  and systems that satisfy needs, solve problems,
  and increase our capabilities.

76
Appendix

• Homeless links
• http//www.warmingfamilies.org/homeless_stats.html
  
• http//www.habitat.org/
• http//www.hud.gov/offices/hsg/mfh/nnw/nnwindex.cf
  m
• http//www.efsp.unitedway.org/
• http//crisissite.client.fatbeehive.com/pdf/Homele
  ssStat.pdf
• http//www.ysop.org/statistics.htm
• http//www.solutionsforamerica.org/thrivingneigh/h
  omelessness.html
• http//www.misd.net/Homeless/statistics.htm
• http//www.nchv.org/background.cfm

77
Appendix

• R Value links
• http//coloradoenergy.org/procorner/stuff/r-values
  .htm
• http//www.houleinsulation.com/r-value.html
• http//www.mme.state.va.us/de/hbchap3.html
• http//www.ornl.gov/sci/roofswalls/AWT/Interactiv
  eCalculators/NS/SimCalc.htm
• http//en.wikipedia.org/wiki/R-value

78
References

• I.D. Online. (2006). Urban nomad shelter.
  Retrieved April 12, 2006, from http//www.idonline
  .com/adr05/concepts.asp
• Massachusetts Institute of Technology. (2005,
  October). Architecture students design and build
  homeless shelters. Retrieved April 12, 2006, from
  http//web.mit.edu/newsoffice/2005/wampler-1005.ht
  ml
• Morrisville State College. (2003, December).
  American institute of architecture students.
  Retrieved April 12, 2006, from http//www.morrisvi
  lle.edu/Academics/Sci_Tech/ArchStudies/AIAS/Shelte
  r_Photos.htm
• paraSITE Shelters. (2004, December). Inflatable
  vintage. Retrieved April 13, 2006, from
  http//www.we-make-money-not-art.com/archives/0039
  36.php

79
References

• Technology Interactions Teachers Resource Guide.
• Glencoe/McGraw-Hill, 2005
• Technology Interactions Teachers Textbook
• Glencoe/McGraw-Hill, 2005
• Morrisville State College. (2003, December).
  American institute of architecture students.
  Retrieved April 12, 2006, from http//www.morrisvi
  lle.edu/Academics/Sci_Tech/ArchStudies/AIAS/Shelte
  r_Photos.htm
• paraSITE Shelters. (2004, December). Inflatable
  vintage. Retrieved April 13, 2006, from
  http//www.we-make-money-not-art.com/archives/0039
  36.php