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Title: 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
8
(No Transcript)
9
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.

10
STEP 1 THE CARDBOARD PLATE
11
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).

12
STEP 2 Measure of the Fold
13
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.

14
STEP 3 Measure of the Center Cups
15
STEP 4 Fold as an Accordion
  • Fold the lines you marked.

16
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.
17
STEP 5 Cut crosses in the middle
18
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.
19
STEP 6 Folding the Crosses
20
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.
21
STEP 7 Re-fold the whole shape
22
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.
23
STEP 8 Embed Radio Device
24
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?
25
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
26
STEP 9 Give shelter to homeless
27
Equipment / Tools
  • Calculators
  • Utility knives
  • Hot glue guns
  • Tape measures
  • Protractors

28
Supplies
1 solderless breadboard, you can buy from Jameco
Electronics.
1 - 9 volts battery and its adaptor
29
Supplies
1 XBee ZigBee OEM RF Module, buy from Maxtream.
Breakout Board for XBee Module, buy in Spark Fun.
30
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
32
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.
33
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.

35
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

36
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

37
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)

38
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?

39
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)

40
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

41
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.

43
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.

44
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.

45
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.

46
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.

47
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.

48
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.

49
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.

50
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.

51
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.

53
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.

55
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.

56
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.

57
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.

58
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.

59
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.

60
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.

61
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.

62
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.

63
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.

64
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
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