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SHELLHOUSE

Technology Engineering Design Project 15

instructional days at 45 minute class periods

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.

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.

Overview

- A house is where we validate this existence in

the - physical space.
- A shelter that gives us protection, our intimate
- space.

Construction of Shelters

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.

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

(No Transcript)

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.

STEP 1 THE CARDBOARD PLATE

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).

STEP 2 Measure of the Fold

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.

STEP 3 Measure of the Center Cups

STEP 4 Fold as an Accordion

- Fold the lines you marked.

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.

STEP 5 Cut crosses in the middle

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.

STEP 6 Folding the Crosses

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.

STEP 7 Re-fold the whole shape

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.

STEP 8 Embed Radio Device

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?

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

STEP 9 Give shelter to homeless

Equipment / Tools

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

Supplies

1 solderless breadboard, you can buy from Jameco

Electronics.

1 - 9 volts battery and its adaptor

Supplies

1 XBee ZigBee OEM RF Module, buy from Maxtream.

Breakout Board for XBee Module, buy in Spark Fun.

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.

Supplies

10µf capacitors buy in Radio Shack 1µf

capacitors buy in Radio Shack

LEDs, Switch, hook up wire buy from Radio Shack

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.

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)

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.

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

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

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)

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?

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)

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

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

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