Reflection
This project was one of the longest and hardest we have done this year. My group (Blake Carlile, Olivia Matheson, and Josh Jossart) and I designed an outdoor space with many features. This project was the longest one we have completed by far. It was very hard but interesting at the same time. We spent about 2 and 1/2 months working on this project. In the beginning, we worked on a few labs to help us understand what we were going to be learning about. The water heater lab was extremely successful, while other like the wind turbine lab were a little harder. My group was functional and we managed to finish the project on time with great results. Like all the other groups, we had things we did well, and things we could improve on. First, I really improved my leadership skills. I made sure everything was running smoothly and that we all got our work done. Throughout the duration of this project, we tried to split the work up evenly as well. We ended up having a lot of tasks laid out for us in the last few days before the presentation but we organized ourselves and finished everything. Another thing we did well was coming up with ideas for our design. Within the first days of this project, we had a clear view of what we wanted our classroom to look like and what we wanted in it. We also decided on a location pretty quickly, which helped with the design process. On the other hand, we could improve on somethings too. First, my group lacked communication. We all had ideas about things but we could never fully express our opinions which created confusion. This was also a problem when it came to dividing up the work. Sometimes we misheard or misinterpreted each others directions and ideas. Another thing I could improve on is my patience. Over the whole project I found myself getting frustrated easily, and that prevented me from doing certain tasks that could have improved our project. Overall, this project was extremely long, but in the end, we finished our designs for the classroom, and successfully presented our final product to the judges.
This project was one of the longest and hardest we have done this year. My group (Blake Carlile, Olivia Matheson, and Josh Jossart) and I designed an outdoor space with many features. This project was the longest one we have completed by far. It was very hard but interesting at the same time. We spent about 2 and 1/2 months working on this project. In the beginning, we worked on a few labs to help us understand what we were going to be learning about. The water heater lab was extremely successful, while other like the wind turbine lab were a little harder. My group was functional and we managed to finish the project on time with great results. Like all the other groups, we had things we did well, and things we could improve on. First, I really improved my leadership skills. I made sure everything was running smoothly and that we all got our work done. Throughout the duration of this project, we tried to split the work up evenly as well. We ended up having a lot of tasks laid out for us in the last few days before the presentation but we organized ourselves and finished everything. Another thing we did well was coming up with ideas for our design. Within the first days of this project, we had a clear view of what we wanted our classroom to look like and what we wanted in it. We also decided on a location pretty quickly, which helped with the design process. On the other hand, we could improve on somethings too. First, my group lacked communication. We all had ideas about things but we could never fully express our opinions which created confusion. This was also a problem when it came to dividing up the work. Sometimes we misheard or misinterpreted each others directions and ideas. Another thing I could improve on is my patience. Over the whole project I found myself getting frustrated easily, and that prevented me from doing certain tasks that could have improved our project. Overall, this project was extremely long, but in the end, we finished our designs for the classroom, and successfully presented our final product to the judges.
Description
In this project, the task was to design an outdoor learning space for the students and staff of San Marin. This project was very long and required many precise steps and details. We completed many labs and mini projects to help us with our main goal. To achieve our final product we first had to go site selecting. Then we sketched our ideas out onto paper and began the design process. My group and I decided to make our space a mix of an amphitheater and a group work style seating arrangement. The base of our project is designed like an amphitheater with each of the four sections 0.8 ft. higher than the last. The seats were arranged in a group work style seating with seven 4 ft. x 4 ft. tables. A unique feature is that our tables can be turned so they can be put into an amphitheater-like seating arrangement. Half of the table is on wheels so the rotation can be done efficiently. We will also have benches made out of pressure treated wood. Our structure also has three triangular shade sails to help shade our area. The teacher will have a 4 ft. x 6 ft. whiteboard to write on.
In this project, the task was to design an outdoor learning space for the students and staff of San Marin. This project was very long and required many precise steps and details. We completed many labs and mini projects to help us with our main goal. To achieve our final product we first had to go site selecting. Then we sketched our ideas out onto paper and began the design process. My group and I decided to make our space a mix of an amphitheater and a group work style seating arrangement. The base of our project is designed like an amphitheater with each of the four sections 0.8 ft. higher than the last. The seats were arranged in a group work style seating with seven 4 ft. x 4 ft. tables. A unique feature is that our tables can be turned so they can be put into an amphitheater-like seating arrangement. Half of the table is on wheels so the rotation can be done efficiently. We will also have benches made out of pressure treated wood. Our structure also has three triangular shade sails to help shade our area. The teacher will have a 4 ft. x 6 ft. whiteboard to write on.
Here are some of our schematics:
Over the course of this lengthy project, we completed many mini projects to help us have a better understanding of what is necessary to design our outdoor space.
Click the buttons below to view each project leading up to the construction of our outdoor space.
Site selection
Before we could design our outdoor spaces, we needed to figure out where to build it. We spent a day coming up with requirements that the site needed to have such as shade, wind, noise, etc. Then we went out and scored possible site options and picked the best. My group looked at three spots. An area behind the art building, a space behind the Spanish portables, and finally the pre-made concrete foundation box near the cafeteria. After accessing all the areas, we decided on building in the box next to the cafeteria.
Before we could design our outdoor spaces, we needed to figure out where to build it. We spent a day coming up with requirements that the site needed to have such as shade, wind, noise, etc. Then we went out and scored possible site options and picked the best. My group looked at three spots. An area behind the art building, a space behind the Spanish portables, and finally the pre-made concrete foundation box near the cafeteria. After accessing all the areas, we decided on building in the box next to the cafeteria.
Here is a picture of our site selection process/scoring:
Client Needs Survey
To figure out what to build in outdoor space, we had to design a survey for students and staff to take. Approximately 110 people took our survey and that gave us more of a "guide line" for what to build in our classroom. The questions were about style, looks, name, use, subject taught there, materials required, seating arrangement, etc. We used the results to try to design our space in a way that would accommodate most people's needs.
To figure out what to build in outdoor space, we had to design a survey for students and staff to take. Approximately 110 people took our survey and that gave us more of a "guide line" for what to build in our classroom. The questions were about style, looks, name, use, subject taught there, materials required, seating arrangement, etc. We used the results to try to design our space in a way that would accommodate most people's needs.
Here is a link to the results of our survey:
Why We Should Use Less Energy
The modern world consumes excessive amounts of energy in order to power businesses, cities, and electronics. Many of the energy that we use is fossil fuels which are non-renewable resources. Using fossil fuels pollutes the environment and without finding an alternative, we will eventually run out of it. There are many other options such as wind and solar energy which can be equally as powerful. To verify that people should use less energy, we created a list of pros and cons of various different forms of energy.
The modern world consumes excessive amounts of energy in order to power businesses, cities, and electronics. Many of the energy that we use is fossil fuels which are non-renewable resources. Using fossil fuels pollutes the environment and without finding an alternative, we will eventually run out of it. There are many other options such as wind and solar energy which can be equally as powerful. To verify that people should use less energy, we created a list of pros and cons of various different forms of energy.
Here is a link to our document:
Concepts
Laws of Thermodynamics-
0th law- If two systems are in thermal equilibrium with a third system, then they are in equilibrium with each other.
1st law- Energy is neither created no destroyed, but is transferred from one form to another.
2nd law- Entropy increases and over time everything becomes the same temperature.
3rd law- Temperature can never reach absolute zero. Heat always exists.
Conductor- A solid material through which heat is transferred (example: copper)
Insulator- A material used to keep hot or cold in. Opposite of conduction. (example: Styrofoam)
Radiation- Transfer of heat through waves, rays, or particles. (example: the sun's rays)
Convection- Transfer of heat through a fluid (liquid or gas). (example: water)
Specific Heat Capacity- The amount of heat required to change a unit of a substance by one degree in temperature.
Atomic Structure- Atoms are the basis of everybody and everything on Earth. An atom is made up of three things, Protons (positive charge), Neutrons (neutral), and Electrons (negative charge). The number of protons in an atom determines what that element is. When atoms bond together they are called molecules. A variety of molecules create compounds.
Molecules have three states; gas, solid, and liquid. When molecules are in their solid form, they are bonded firmly to one another and held densely. When molecules are in their liquid form, they are still bonded to each other, but can change which molecules they are bonded to. Molecules in their gas state, are very rarely bonded to one another and they produce the most energy and heat.
Sun Angles- The sun's angles constantly change. The angles of the sun in the summer are drastically different than in the winter time. During summer, the sun can reach all the way up to 75 degrees. Over the winter, its maximum angle is around 30 degrees. Using this information, we determined what the angle of the sun would be when we tested our heaters and what degree to place our heaters at. (To ensure maximum heat, the angle of the heater and the sun must make a 90 degree angle.)
Laws of Thermodynamics-
0th law- If two systems are in thermal equilibrium with a third system, then they are in equilibrium with each other.
1st law- Energy is neither created no destroyed, but is transferred from one form to another.
2nd law- Entropy increases and over time everything becomes the same temperature.
3rd law- Temperature can never reach absolute zero. Heat always exists.
Conductor- A solid material through which heat is transferred (example: copper)
Insulator- A material used to keep hot or cold in. Opposite of conduction. (example: Styrofoam)
Radiation- Transfer of heat through waves, rays, or particles. (example: the sun's rays)
Convection- Transfer of heat through a fluid (liquid or gas). (example: water)
Specific Heat Capacity- The amount of heat required to change a unit of a substance by one degree in temperature.
Atomic Structure- Atoms are the basis of everybody and everything on Earth. An atom is made up of three things, Protons (positive charge), Neutrons (neutral), and Electrons (negative charge). The number of protons in an atom determines what that element is. When atoms bond together they are called molecules. A variety of molecules create compounds.
Molecules have three states; gas, solid, and liquid. When molecules are in their solid form, they are bonded firmly to one another and held densely. When molecules are in their liquid form, they are still bonded to each other, but can change which molecules they are bonded to. Molecules in their gas state, are very rarely bonded to one another and they produce the most energy and heat.
Sun Angles- The sun's angles constantly change. The angles of the sun in the summer are drastically different than in the winter time. During summer, the sun can reach all the way up to 75 degrees. Over the winter, its maximum angle is around 30 degrees. Using this information, we determined what the angle of the sun would be when we tested our heaters and what degree to place our heaters at. (To ensure maximum heat, the angle of the heater and the sun must make a 90 degree angle.)
Here is a diagram that shows solar angles throughout the year: