SHELLHOUSE

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

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. 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

37. 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) Assessment

38. 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 (Peer to Peer and Group Evaluation)

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.