Transcript Architecture: Homeless Shelter

SHELLHOUSE
Technology Engineering Design Project
15 instructional days at 45 minute class periods
Goal of Seminar
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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 Homes
for 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
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
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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) GroundOutput-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 socketbreakout 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
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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
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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)
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Peer to Peer grading
ideas
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–
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–
–
–
–
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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
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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)
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The following should be
considered as graded
constraints:
–
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–
–
–
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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
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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
Ohm’s law {(E = IR (of V=IR)}
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
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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
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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 threedimensional objects in two dimensions.
Electricity – The flow of electrons through a pathway
that conducts electricity.
Vocabulary
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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
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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
Ohm’s Law –
Load – An external force on an object.
Manufacturing –The changing of materials into usable
products.
Vocabulary
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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
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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
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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
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Homeless links
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http://www.warmingfamilies.org/homeless_stats.html
http://www.habitat.org/
http://www.hud.gov/offices/hsg/mfh/nnw/nnwindex.cfm
http://www.efsp.unitedway.org/
http://crisissite.client.fatbeehive.com/pdf/HomelessStat.pdf
http://www.ysop.org/statistics.htm
http://www.solutionsforamerica.org/thrivingneigh/homelessnes
s.html
http://www.misd.net/Homeless/statistics.htm
http://www.nchv.org/background.cfm
Appendix
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R Value links
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–
–
–
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http://coloradoenergy.org/procorner/stuff/rvalues.htm
http://www.houleinsulation.com/r-value.html
http://www.mme.state.va.us/de/hbchap3.html
http://www.ornl.gov/sci/roofs+walls/AWT/Interactive
Calculators/NS/SimCalc.htm
http://en.wikipedia.org/wiki/R-value
References
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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.html
Morrisville State College. (2003, December). American institute of
architecture students. Retrieved April 12, 2006, from
http://www.morrisville.edu/Academics/Sci_Tech/ArchStudies/AIAS/
Shelter_Photos.htm
paraSITE Shelters. (2004, December). Inflatable vintage.
Retrieved April 13, 2006, from http://www.we-make-money-notart.com/archives/003936.php
References
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Technology Interactions Teacher’s Resource Guide.
Glencoe/McGraw-Hill, 2005
Technology Interactions Teacher’s Textbook
Glencoe/McGraw-Hill, 2005
Morrisville State College. (2003, December). American institute of
architecture students. Retrieved April 12, 2006, from
http://www.morrisville.edu/Academics/Sci_Tech/ArchStudies/AIAS/
Shelter_Photos.htm
paraSITE Shelters. (2004, December). Inflatable vintage.
Retrieved April 13, 2006, from http://www.we-make-money-notart.com/archives/003936.php