Fun with Fluids-Viscosity

Fun With Fluids: Viscosity

Section Number: 005Team Number: 28

Names of Contributors: Allie OuilletteMia SheppardMikki WoodNolan Gold

Date of Submission: December 10, 2015

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Table Of Contents

Executive Summary 2Timeline and Progress

4Iterations 5Team Contributions 7

Allie Ouillette 7Mia Sheppard 7Mikki Wood 8Nolan Gold 8

Informed Designing 10Allie Ouillette 10Mia Sheppard 10Mikki Wood 10

References 12Appendices 15

Upcycling Milestone #1: Needfinding 15Upcycling Milestone #2: Concept Generation 18Upcycling Milestone #3: Concept Modeling 22Upcycling Milestone #4: Pros & Cons Evaluation 27Upcycling Milestone #5: Evaluation & Analysis 32Upcycling Milestone #6: Value Proposition 42Upcycling Milestone #7: Communication your Final Solution 46

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Executive SummaryMr. Cardella, the director of Imagination Station, gave us a problem to solve that he was experiencing at Imagination Station in West Lafayette, Indiana. He asked us to design a new exhibit that meets his criteria.The criteria that Mr. Cardella needs for the new exhibit to include are: the cost of 1000 dollars maximum, the exhibit must fit in a space of 500 square feet, the materials used must be upcycled, the exhibit must be safe for children of all ages, the exhibit must be interactive with STEM ideas, easy to clean and keep up for the employees, simple for under six year olds to use and understand, the exhibit must be aimed at an age group of six through twelve year olds, and there cannot be a lot of typed information explaining the exhibit. Mr. Cardella explained to us that he wanted Imagination Station to become the hot-spot for after-school STEM learning in the West Lafayette area for not only those aged twelve and under, but potentially for students as old as those in high school and college.

The alternative solutions that our team has discussed throughout this project include, but are not limited to, a water and sound machine, an Oobleck making station, an update to the Veterinary Clinic, a Simple Mathematics Egyptian Tomb, a Light Prisms Exhibit, and many more. The Water and Sound Machine is a setup with a speaker and running water will be setup to allow kids to change the frequency on the speaker in order to see the effect it has on the water. A guide to the side will tell the kids what frequencies cause the water to “freeze” in air, flow in a spiral forwards, and flow in a spiral backwards, as well as explaining what is actually happening. This exhibit was discarded due to the high-tech equipment that would be needed for children to see the sound bending the water. Also, it was discarded due to the exhibit not being interactive for children, it would just be a demonstration. The update to the Veterinary Clinic would use a new type of computer program with ‘large scale’ machines like an MRI, CAT scan, or XRAY. On the computer you would pick which machine and what animal you are using and then it will produce an image that has something wrong with the animal and with pictures given of a normal scan, Children can compare the two scans and find what type of health issues the animal has going on in its body. This exhibit was discarded due to the new technological advancements that would need to be made to make the computer program needed for the exhibit to work. The Simple Mathematics Egyptian Tomb would have a tomb set up as a maze throughout a room. At the beginning (outside) of the tomb you preset the age of the child to give accurately challenging math questions to the child. Each section of the tomb will be decorated like something an Egyptian tomb would. There would be an interactive computer touch screen that will allow the children to answer the questions. Questions will range from multiplication, addition, subtraction questions to naming a given shape, or completing a puzzle. This exhibit was discarded due to the high cost to make this exhibit come alive and the new technology needed to make a computer program to fit the exhibits needs.

Our final design for the exhibit to be implemented at Imagination Station is called Fun With Fluids: Viscosity. The exhibit entails children pouring one cup of a liquid through designated filters and timing how fast the liquids filters through the filter. The materials used to make the home-made filters will include: half of an empty two-liter bottle, sand, coal, gravel, cheesecloth, and rubber bands. Three filters will be made and attached to a wall. The exhibit will teach children how to understand the viscosity of different liquids by having them time the liquids provided as they are filtered. After they are done timing each liquid being poured through the

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filters, they will rank the speeds of each liquid; therefore, they find out how viscous one liquid is compared to another. The liquids that are being used in this exhibit include: water, vegetable oil, and milk. Each filter will be designated to a specific liquid. In order for a clean and safe exhibit, the liquids will be stored in upcycled soap dispensers on the wall above each filter so children can easily dispense some liquid into the filter. There will be a container under each filter to catch the filtered liquids as they pass through the cheesecloth at the bottom of the pop bottle. The benefit of using this exhibit by implementing it into Imagination Station is a creative way for children to understand how liquids move through different materials. Also, it will help them understand how to filter liquids. This is basic STEM knowledge that is based in the science and technology extension of STEM due to experimenting to compare data they have found. This will also help children learn trial and error skills because if they do not time the liquids correctly, or add too much liquid into the filter at one time the results will not be accurate. Also, another benefit is that children learn scientific meanings at a young age by hands on creations and experiments and engage them to learn by enjoying education--”By the time students reach the middle years, the process of learning is changing from curiosity, engagement, and hands on exploration to one of sitting still, listening, and writing. As this change happens, a student’s enthusiasm for school and learning drops off rapidly” (U-Turn Article). At Imagination Station, we are trying to do the opposite by helping improve students of all ages enthusiasm for learning. The aspects of the exhibit that make it unique and different are that we are allowing the children to learn how to experiment on a basic beginner level, we will provide a minimum of three liquids for the children to try filtering in the exhibit to give them a broad spectrum to compare the speed and viscosity of the liquids as they are filtered, and the exhibit is purely a trial and error situation to learn how to experiment accurately and correctly. This exhibit for Imagination Station meets the need of the client because we are using upcycled materials: pop bottles, coal, sand, and used tables and chairs. Also, it meets the STEM criteria because it allows for a deeper meaning of science terms by showing the children what viscosity is by hands on learning. Lastly, the Filter exhibit allows children to learn the trial and error aspect of experimentation. For this exhibit we will use the prototype that was drawn in milestone 5 to start off the design of the installation of the exhibit. We will need to build each of the filters before opening the exhibit. The filters will be made of half of an empty two-liter bottle, sand, coal, gravel, cheesecloth, and rubber bands. The two-liter will need to be placed upside down and we will use the end of the bottle that has the spin-off top. The cheesecloth will be placed on the top and will be secured by the rubber band in order to make sure that the materials will not fall out of the bottom of the filter. The materials will be placed in the bottle as follows (bottom to top): coal, sand, gravel. In the exhibit the filter will be attached to the wall but for the presentation we will create an apparatus that will hold the filter. For the exhibit, children will walk up to the filters and start a timer as they add some of each liquid to each filter.

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Timeline and Progression

The timeline and process that our team followed was structured by the milestones. There were seven milestone that all covered everything we had to do for this project. The milestones—in chronological order—covered needfinding, concept generation, concept modeling, pros and cons evaluation, evaluation and analysis, value proposition, and communicating the final solution. We then used all of our research, designs, and ideas to design the final prototype and build it. Once the prototype filters were built, we tested them and made any alterations and modifications that they needed. Finally, we edited all of the milestones to account for comments from the professor and changes in our design.

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Iterations

Milestone 1 began just as a need finding task in which we identified all of the needs and problems that we needed to solve with our solution. We then used our peer and professional feedback to revise the milestone to be better in regards to the problems being more specific and written in complete sentences. Milestone 2 began as a concept generating task in which we thought of 20 ideas for potential exhibits that could solve Mr. Cardella’s problem. We used the same process to revise milestone 2 as we did with milestone 1: using feedback and comments from the professor to make the descriptions of the solution ideas more specific and informational. Milestone 3 was about narrowing down which eight solutions were the best out of the twenty and expanding on each exhibit in concept modeling. We used the feedback given by Professor Godwin to add to each of the solutions. An example would be that we completely looked over the second section of concept modeling that said to explain how each modeled solution idea addressed the problem statement. In some cases, the idea did meet the problem statement and in other cases it did not, like when it came to the overall cost of the exhibit. Milestone 4 was about using pros and cons to evaluate the solution ideas. Once again, we used feedback to better the information and expand on why or why not an exhibit was a good idea for the Imagination Station. Milestone 5 was about evaluating and analyzing the top three solution ideas; we evaluated and analyzed economic viability, technical feasibility, and sustainability. Like the other milestones, feedback was used to make the information more specific and correct. We added more to the bottom section to further explain why one idea was better than another. Milestones 6 and 7 began to explain the final solution, and these milestones changed the most over time. Milestones 6 and 7 changed as we developed our prototype and figured out what would work the best. Our iteration process included the use of feedback from peers, TAs, and the professor. In the end we decided to change the idea that we had narrowed down from an exhibit where kids made homemade filters by themselves to having them test the viscosity of various liquids by dispensing them into pre-made filters that will be attached to the wall. We felt like this would be a safer and more educational idea because then there wouldn’t be any risk of the kids putting the materials into their mouths. This exhibit is more educational than the other because now they are being exposed to a level of chemistry that they wouldn’t learn until they were in high school. Before they were only piling random materials into a filter. Both the iteration and design processes used brainstorming, research, and sketching, as well. The process developed and adjusted because we used more research and referencing as we completed each milestone--more references are used in later milestones than earlier ones. While building the prototype we also ran into a couple of problems that we ended up changing before the final presentation with Mr. Cardella. Originally we had planned to test the viscosity of water, oil, and syrup. After doing trial runs for each liquid we found that only the water and oil would make it through the filter. The syrup ended up getting caught in the sand portion of the filter and ruined that portion of the prototype all together. Instead of syrup we decided to use milk because it is

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thicker than water but thinner than syrup and oil so we figured that it would make its way through the filter.

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Team Contributions

Allie Ouillette

On milestone 1, Allie contributed with the need/problem statement #3 about the exhibit needing to be safe and clean and the final revisions. On milestone 2, she contributed with the solution ideas 6-10 (learn the process of getting humans to space, under the sea, laser exhibit, color absorbance, and water and sound exhibit) and the final revisions. On milestone 3, Allie contributed with solution ideas #3 and #4: learn the process of getting humans to space and oobleck making and play. On milestone 4, she contributed with the pros and cons for solutions #3 and #4 (learn the process of getting to space and oobleck making and play), and she did the justification for the oobleck making and play exhibit. On milestone 5, Allie contributed with parts 1 (economic viability) and 2 (technical feasibility) for product #2 which was the oobleck exhibit. On milestone 6, she contributed with final revisions. On milestone 7, she contributed with #5 about meeting criteria, some of #1 about describing the solution, #4 about how the solution does not create more problems, and final revisions. Allie contributed to an equal amount of the references from varying parts of the milestones. For the prototype, Allie contributed by providing the following materials: coal, gravel, cheesecloth, rubber bands, 1 two-liter bottle, milk, and vegetable oil. Allie helped build the prototypes along with Mikki and Mia, and she tested the prototype by pouring vegetable oil in the designated filter. For the presentation, Allie wrote the speech for the introduction and the conclusion, so she said those parts during the presentation. For the final report, Allie contributed to the problem statement in the executive summary; she wrote the team timeline and progression; she wrote about milestones 1, 2, 4, 5, 6, 7, and the iteration and design process in the “Iteration” section; she wrote about her contributions to the whole project in the “Team Contributions” section; she wrote about Nolan’s contributions to the project in the “Team Contributions” section; she wrote about her reflection about informed designing in the “Informed Designing” section; and she contributed in making the list of references in the “References” section.

Mia Sheppard

For the first milestone, Mia was responsible for creating the need/problem statement for number four and gathering the information pertaining to why it is important for exhibits in children’s museums to be interactive. For the second milestone, she came up with the Construction Exhibit, Reaction Attraction, Water Filter Exhibit, Drone Exhibit, and Ancient Math Exhibit. For each of the exhibits Mia explained what each of them would do and how they would add to Imagination Station. For the third milestone, Mia was responsible for creating the prototypes and solution ideas for the Water Filter and Drone Exhibits. It was also her responsibility to come back to this milestone after Professor Godwin had graded it and revise the assignment. She had to add how the solution addressed the problem statement for each solution. For the fourth milestone, Mia expanded on the pros and cons for the Water Filter and Drone Exhibits and completed the justification as to why the Water Filter Exhibit would be one of the best solutions. For the fifth

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milestone, Mia competed parts one and two of the Water Filter Exhibit Idea. For the sixth milestone, she helped to revise the milestone with my other teammates. For the seventh milestone, Mia was responsible for completing the implementation plan for how we will complete the exhibit and the installation. When it was time to build the prototype she was responsible for finding three upcycled two-liter bottles to hold the filters and three clear plastic cups to hold each of the liquids. Mia helped Mikki and Allie construct the final prototype and test it for accuracy. In the final report, she was responsible for typing the iteration section along with my team contributions and informed design. Mia was also responsible for helping Mikki revise the table of contents after all of the material had been typed on the document.

Mikki Wood

On milestone 1, Mikki contributed with the need/problem statement #2 information about the exhibit needing to be more appealing and inviting to the clients. On milestone 2, Mikki contributed with the potential exhibit ideas one through five and the strategies we used as a team to come up with these ideas separately and as a group. On milestone 3, Mikki contributed with the potential exhibit solution numbers 1 and 2. These ideas included the update to the Veterinary Clinic that is already at Imagination Station and a Simple Mathematics Egyptian Tomb. On milestone 4, Mikki contributed with the pros and cons for the potential exhibit solutions for 1 and 2 which were the Veterinary Clinic and Egyptian Tomb. On milestone 5, Mikki contributed by answering part 3, which was finding the sustainability and viability through a website online that generated the greenhouse gases and energy saved by upcycling certain materials. Also, she answered any questions that were not in the charts. Lastly, she revised the entire milestone from the comments made by Professor Godwin. On milestone 6, Mikki contributed by answering part 1. A, B, C, and D and part 2 and part 3 (she was the only one in class on this day). Also, she made revisions for the value proposition for the client. On milestone 7, Mikki contributed by part 1 and part 6. These parts discussed the detailed description of the product and how it meets the need of the client and organizing the references in alphabetical order. On the final report, Mikki contributed by making the cover page and table of contents. Also, she wrote the executive summary and organized the report. Lastly, she did her team contributions and her informed designing.

Nolan Gold

On milestone 1, Nolan contributed with the need/problem statement #1 information about the exhibit needing to be user-friendly for kids over the age of 6. On milestone 2, he contributed with solution ideas 11-15: ferrofluid exhibit, oobleck making and play, light prism exhibit, water gel exhibit, and bending water exhibit. On milestone 3, Nolan contributed with solution ideas #5 and #6: water and sound and light prisms exhibit. On milestone 4, he contributed with the pros and cons for solutions #5 and #6 (water and sound and light prisms exhibit), the justification for the water and sound exhibit, and the final revisions. On milestone 5, Nolan contributed with parts 1 (economic viability) and 2 (technical feasibility) for product #1 which was the water and sound exhibit. On milestone 7, he contributed with #3 about identifying the innovative attributes and limitations of the solution. For the prototype, Nolan contributed by bringing syrup (for when

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we were going to test syrup instead of milk) and plastic cups. For the presentation, Nolan made the powerpoint along with Mia.

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Informed Designing

Allie Ouillette

Throughout this project, I practiced being an informed designer instead of a beginning designer. The skills that I used to be an informed designer included delaying making design decisions, doing research, and doing design in a managed way. Throughout all of the milestones, I delayed making design decisions by exploring all of my team’s ideas and using sketches, data, and assumptions to decide on our final solution. I did research during the project to assist with the delayed decision making and the final solution. I did the design in a managed way by revising and iterating the milestones and the solution ideas. I revised milestones to account for feedback that my team received on them, and we developed our solution over the course of the project. By the time we got to our final solution, it was completely different than the idea that we started with in the concept generation milestone.

Mia Sheppard

During the Upcycling project I practiced being an informed designer many times over the five weeks. As an informed designer I completed designs with my team in a managed way, completed research on the various ideas that we had for the project, and practiced idea fluency. By completing designs in a managed way I was able to better iterate each of the milestones to come up with a greater solution for the final project. By taking the feedback that was given to each of the milestones into consideration, I was able to become more informed on what the design needed to be successful in the end. By completing research I was able to see what exactly a children’s exhibit needed to have for it to be the most effective. I also conducted research when I tested the prototype with my group, because we did that we were able to see where our problems were in our design when it came to the liquids that we were going to test for viscosity. In the beginning of the project I practiced idea fluency when I, along with my team, came up with twenty initial designs for the exhibit. By doing this we were able to narrow the design down to the best option for Imagination Station.

Mikki Wood

As an informed engineer designer, I used many different techniques to make sure that the final design we chose as a group was the best that it could be. As an informed designer, I delayed making design decisions, I conducted research, and I practiced idea fluency. By delaying making design decisions, I allowed myself and the team to know each potential exhibit fully, the pros and cons for each potential exhibit, and if the exhibit would make a hand held prototype. Through conducting research, I found more information about each potential exhibit. The information included: cost, entertainment for children value, materials that could be upcycled in the design, and how each design met the constraints. I practiced idea fluency throughout the concept generation and concept modeling milestones due to the rapid ideas made individually and as a group. These ideas were fluent due to brainstorming and prior art strategies that my team decided to use.

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Appendices

Upcycling Milestone #1: NeedfindingTeam #: ______28____

Save this file with the file name Milestone1_<teamnum>.docx.

Overview: Given the context of the Upcycling project, generate at least 4 need or problem statements that clearly describe specific needs or problems. These statements should include data or evidence that supports that these are indeed needs/problems and justifies their importance. Additionally, the statements should be accompanied by a list of potential stakeholders (people associated with all aspects of the need/problem).

Note: Include in-text citations and a reference list in APA format for all external sources you use. For additional information, visit https://owl.english.purdue.edu/owl/resource/560/01/.

1. List 4 need/problem statements along with supporting evidence and a list of stakeholders involved. The need or problem statement should be clear, concise, and supported by data/evidence supporting that the need/problem is real and important.

Need/problem statement #1:There needs to be an exhibit at Imagination Station that is more user-friendly for kids over age 6 than the current exhibits are.

Supporting evidence:Some of the objects in the imagination station could be considered choking hazards to younger children who may go there. According to ASTC science exhibits should “Identify choking hazards for children under 3 years old. Use a no-choke testing tube, typically 1.25 inches wide and 2.25 inches long (3.18 cm x 5.7 cm)”. The imagination station also seems to have some sharp corners on its tables, as well as some chance of rooms being overcrowded and accidents happening that way. ASTC also says that science exhibits should get rid of sharp corners “Avoid sharp corners or parts. Assess materials for splinters.” While these things may seem trivial, if the imagination station wants to increase the amount of people coming in they need to make changes, as more people coming in increases the chances of an incident happening due to sharp edges or a choking hazard.

Stakeholders involved:The owner, the children playing on the exhibits, the parents of the children, and the workers.

Need/problem statement #2:There need to be more appealing and inviting areas and exhibits because currently the exhibits at Imagination Station are bland and uninviting.

Supporting evidence:

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A book on a 21st century library media program states that students “should want to come .. [because] it is a place that students can find opportunities to play, to explore, and to learn from books, magazines, and games” (Harvey, n.d.). This statement is a reason that the interior of the house needs to be brighter and more inviting to make the clients feel welcome when they step into a room. In an article about improving museums it states: “Creating a positive experience involves everyone in the museum [or Imagination Station], from the marketing department to the admissions, coat check and security staffs, as well as volunteers, and gift shop and restaurant personnel” (Service to People, n.d.), this shows that not only does the appearance of the imagination station needs to be updated, but also Imagination Station needs to be a positive atmosphere every moment that it is open. In a Brain-Based Ealing Learning Theory book, it states: “Colors such as yellow, beige, and off-white are optimal colors for learning. Brighter colors like red, orange, and bright yellow trigger energy and creativity, while using greens and blues can create feelings of calm and tranquility. Using the color red to write a list can spark creativity when brainstorming” (Kuria, 2010). With the colors stated it will be easier to make Imagination Station more inviting and responsive to creativity rather than bland and unappealing.

Stakeholders involved:The owner of Imagination Station, the children attending, the parents of the children, the employees, and any other clients.

Need/problem statement #3: The new exhibit has to be easy to clean for staff (and not too messy for kids) and safe for kids of all ages.

Supporting evidence: It is important to keep the museum clean and safe because it will preserve the building and exhibits, and it will appeal to the adults who will then choose to bring their kids back (Visit, n.d.). To make the museum safe for kids of all ages, kind of “child proof” the place by avoiding sharp objects, choking hazards, tripping hazards, long cords, and any other things that common sense can tell you is unsafe for children (Krafft & White, 2014). Currently, Imagination Station doesn’t seem completely up to par on this because there are crowded rooms, small parts like the tire chips, etc. This will be very important for the renovating process because there could be construction equipment, nails, sawdust, etc. laying around. The exhibits should be inspected by at least 2 qualified people to ensure the safety and cleanliness (Krafft & White, 2014).

Stakeholders involved: Children visiting Imagination Station, parents taking their kids to Imagination Station, owner of Imagination Station, employees of Imagination Station, all visitors to Imagination Station

Need/problem statement #4:The new exhibit needs to be interactive for kids and their parents so that they have fun and can learn

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things with hands-on experiences.

Supporting evidence:Currently the imagination station isn’t very interactive right now and as a team, we feel that by making it more engaging for children and their parents, more people will want to come come back time and time again. According to $$$$, when something is interactive in a museum it is “hands-on” and “mind-on”. By hands on they mean how the children are able to actually feel and experience what they are creating (Adams & Moussouri, 2002). Mind-on is meant to mean that while doing the hands-on part of the activity, the children are using different parts of your brain to further their knowledge and experience (Adams & Moussouri, 2002).

Stakeholders involved:Children going to the Imagination Station, the parents of the children, the owner, and the people working in the Imagination Station.

2. List any questions you still need to explore.

Questions that we need to explore are those that pertain to upcycling and how we can incorporated that into our designs.

3. List references in APA format.

Krafft, K., & White, H. (2014, January 5). Keeping Visitors Safe Around Exhibits - Association of Science - Technology Centers. Retrieved November 5, 2015, from http://www.astc.org/astc-dimensions/keeping-visitors-safe-around-exhibits/

Harvey, C. (n.d.). The 21st Century Elementary Library Media Program. Retrieved November 8, 2015, from https://books.google.com/books/about/The_21st_Century_Elementary_Library_Medi.html?id=3zigO8TS1usC

Service to People: Challenges and Rewards. (n.d.). Retrieved November 8, 2015, from http://www.wallacefoundation.org/knowledge-center/audience-development-for-the-arts/strategies-for-expanding-audiences/Documents/How-Museums-Can-Become-Visitor-Centered.pdf

Kuria, N. (2010). Brain-based early learning activities: Connecting theory and practice. St. Paul, MN: Redleaf Press.

Visit. (2015). Retrieved November 5, 2015, from

http://www.londonchildrensmuseum.ca/visit/visitor-services-and-information/cleanliness-and-safety

Adams, M., & Moussouri, T. (2002, May 18). Interactive Learning in Museums of Art and Design. Retrieved November 10, 2015, from

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http://media.vam.ac.uk/media/documents/legacy_documents/file_upload/5748_file.pdf

4. Individually, each team member should describe his/her own specific contributions to this milestone (the work above):

Team member name Team member’s contribution to Milestone #1

Mia Sheppard Need/Problem Statement #4 information.

Mikki Wood Need/Problem Statement #2 information.

Allie Ouillette Need/Problem Statement #3 information and revisions.

Nolan Gold Need/Problem Statement #1 information.

Upcycling Milestone # 2: Concept GenerationTeam #: ____28______ Save this file with the file name Milestone2_<teamnum>.docx.


Problem Statement: In the space below, write the problem statement you have selected.

Design an exhibit for Imagination Station that is appealing, uses upcycling, STEM, and safe for children.

1. Concept Generation: In the table below, describe 20 solution ideas.

Solution Idea Description

1

Feel the Anatomy of a Human Each large section of a body is a bucket filled with some sort of gelatin to replicate what the organs would feel like, and they are covered so you cannot see inside the buckets and they will guess what the organ is.

2

Laboratory for ‘Experiments’ A section of the room that is enclosed in glass with tiles for easy clean up, that you put on a lab coat and goggles to show how to be safe while doing experiments; the experiment can range from mentos and coke, to making playdo or goo.

3

Skeleton Play Set Outside, a large scale skeleton can be made: it will look like a human skeleton and each bone will have words on it labeling what it is and catchy phrases to remember where the bone is located and what it is called.

4 Update to Vet Clinic Use a new type of computer program with ‘large scale’ machines like an MRI, CAT scan, or XRAY. On the computer you would pick which machine and what

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animal you are using and then it will produce an image that has something wrong with the animal and with pictures given of a normal scan, children can compare the two scans and find what is wrong with the animal.

5

Simple Mathematics Egyptian Tomb

The tomb is set up as a maze throughout a room. At the beginning (outside) of the tomb you preset the age of the child to give accurately challenging math questions to the child. Each section of the tomb will be decorated like something an Egyptian tomb would. There would be an interactive computer touch screen that will allow the children to answer the questions. Questions will range from multiplication, addition, subtraction questions to naming a given shape, or completing a puzzle.

6

Learn the process of getting humans to space

A play set will be set up like a swingset or tunnels in a wall, and along the way of the play set there will be displays or screens that tell each step of creating a space ship/running a space ship/getting to space. The end will result in a slide that “lands” on the moon or another planet.

7

Under the sea An exhibit that resembles being underwater and allows kids to observe sea creatures. Water pressure can be incorporated throughout the exhibit by making different areas represent different depths and what the effects would be on the kids.

8

Laser exhibit Have a projector or laser beam and have the kids spray air freshener or some substance on the laser beam so they see the beam of light.

9

Color Absorbance Have an exhibit with lamps or light sources and plastic lenses of different colors and let the kids play around and see how different colored light reflects on different things.

10Water and sound exhibit Kids can adjust speaker frequency to show how it

affects flowing water.

11

Ferrofluid exhibit An exhibit where young children can learn about magnetic forces by using a magnet to manipulate the contained ferrofluid. Similar to the exhibit in the museum of science and industry.

12

Oobleck making and play A room set aside for kids to make and play with Oobleck using water and cornstarch. Exhibit meant to show young kids a substance that has the properties of both solid and liquid.

13

Light prism exhibit A simple exhibit meant to show kids how prisms separate light into its spectrums. Light source will be constant while kids can move the prism around to see how it affects the light.

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14

Water gel exhibit Kids will be able to change water to gel using sodium polyacrylate (non-toxic chemical). Exhibit will demonstrate safe fun chemistry for kids.

15

Bending water exhibit Kids will learn about the power of static electricity by rubbing a balloon on their head, then using the balloon to bend a stream of water.

16

Construction Exhibit An exhibit where children are able to design buildings by using pre-made colorful cardboard pieces that fit together kind of like lincoln logs. This will open the children’s imagination by allowing them to create whatever their heart desires.

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Reaction Attraction An exhibit where children are able to walk through a dark room where they can see how different chemicals combined together can create different colors and take different shapes. In the end, they can have an experiment of their own and combine two chemicals together and see the reaction take place in a safe and clean environment (probably baking soda and vinegar to create a lot of bubbles and fizz).

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Water filter Exhibit The children will design a water filter by using materials that are around the room that the exhibit is in. The materials will include sand, cotton balls, and rice, and beans. When they are done with their filters, they will be allowed to take them home. This will be held in a safe and clean room accompanied with staff to help the kids.

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Drone Exhibit For this exhibit, we can create a closed off maze that the kids can’t see. The children can fly a small drone (similar to a remote control helicopter) through a maze by using a remote control and at the same time learn how drones work and what they are used for in life.

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Ancient Math Exhibit In this exhibit the kids can learn where math came from by “going back in time” in a virtual game to see where the concepts of math came from. The game will be like a “Sims” game made for younger kids where they can visit the different times and places where math concepts originated.

2. Concept Generation Strategies. Describe in detail and document at least two concept generation strategies (i.e., morphological analysis, prior art, rapid prototyping, brainstorming, etc.) your team used to create the list above. I. Strategy One: <Brainstorming>

Provide a description and documentation of how you used this strategy below.

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We used this strategy by breaking up the twenty topics equally to all of us. Therefore, each of us had five exhibits to come up with, which is less daunting than twenty. As we began to finish, we brainstormed together the last few exhibits we each had to add diversity to the bunch and making sure we didn’t do the same type of exhibit as someone else.

II. Strategy Two: <prior art>

Provide a description and documentation of how you used this strategy below.

We used prior art by thinking of experiments we have done in class, the original exhibits that are at Imagination Station already, exhibits that we have seen at children’s museums, and other exhibits or games that we have done before elsewhere. These allowed for scientific or mathematical exhibits that are interactive and fun.

III. Describe how the solution generation strategies you used supported the generation of your ideas.

The solution generation strategies we used supported the generation of our ideas because we brainstormed individually and as a group when we got stuck thinking up an exhibit. Also, we used examples of exercises, experiments, games, or miscellaneous things we enjoy and morphed them into an interactive learning exhibit.

3. List references in APA format. Note: As you work on each milestone in the Upcycling project, cite references for any external sources you use. For your final deliverable, you will create a complete reference list that includes references for all milestones.

No references were used for this milestone.

4. Individual Contributions. Individually, each team member should describe his/her own specific contributions to this milestone (the work above).


Nolan Gold 11-15

Mia Sheppard 16-20

Allie Ouillette 6-10 and revisions

Mikki Wood 1-5 and Strategies

Concept Generation Strategies:

Brainstorming (without judgment & evaluation).

Explore prior art (e.g., existing solutions, patents).

Ask experts or frequent users.

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Upcycling Milestone #3: Concept ModelingTeam #: _____28______ Save this file with the file name Milestone3_<teamnum>.docx.


Problem Statement: In the space below, write the problem statement you have selected.


1. Concept Modeling. In the space below:a. Insert sketches or drawings of at least eight of your solution ideas to describe or

demonstrate how each (or components of the solution idea) function. Include clear and detailed written descriptions in addition to an image.

b. Explain how each modeled solution idea addresses the problem statement (e.g., needs, stakeholders, goals, criteria, constraints).

Solution idea #1 (image and explanation): Update to Vet ClinicUse a new type of computer program with ‘large scale’ machines like an MRI, CAT scan, or XRAY. On the computer you would pick which machine and what animal you are using and then it will produce an image that has something wrong with the animal and with pictures given of a normal scan, children can compare the two scans and find what type of health issues the animal has going on in its body. Since the exhibit is mainly on a computer program, the children would have little to no risk of hurting themselves while they play the game. This would work for the science and technology categories in STEM because it teaches kids about animal’s health and allows them to learn about the technology that doctors use every day.Solution idea #2 (image and explanation): Simple Mathematics Egyptian TombThe tomb is set up as a maze throughout a room. At the beginning (outside) of the tomb you

preset the age of the child to give accurately

Concept Generation Strategies:

Brainstorming (without judgment & evaluation).

Explore prior art (e.g., existing solutions, patents).

Ask experts or frequent users.

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challenging math questions to the child. Each section of the tomb will be decorated like something an Egyptian tomb would. There would be an interactive computer touch screen that will allow the children to answer the questions. Questions will range from multiplication, addition, subtraction questions to naming a given shape, or completing a puzzle. This would be appealing to the stakeholders because it is an interactive game that even the parents could play with their children or by themselves if they wanted. This exhibit would be safe because the children are only touching a screen and walking in a straight line through the tomb. The tomb would be made out of recycled cardboard. It may become a little expensive when it comes to designing a computer program and buying touch screens for the children to play the game.

Solution idea #3 (image and explanation): Learn the process of getting humans to spaceA play set (an upcycled McDonald’s, or Chuck E. Cheese’s or, or backyard play set) will be set up like a swingset or tunnels in a wall, and along the way of the play set there will be displays or screens that tell each step of creating a space ship/running a spaceship/getting to space. The

end will result in a slide that “lands” on the moon or another planet. This will be appealing to the stakeholders because it is interactive. By the kids being able to play in the slides they will have a fun time interact with each other. Each of the displays and purchasing the used playset may end up costing more money than we were allotted in the beginning of the project.

Solution idea #4 (image and explanation): Oobleck making and playA room set aside for kids to make and play with Oobleck using water and cornstarch. These two materials would be safe for kids because if one of them did end up putting the cornstarch and water into their mouth, it would be safe for them to digest. Exhibit meant to show young kids a substance that has the properties of both solid and liquid and will cover the science portion of STEM. We will use some of the tables and chairs that are already in the Imagination

Station for the children to work on and go to the Habitat for Humanity Restore to see if they would be willing to donate a few sinks or give them to Imagination Station at a lower price. This should help on the cost by it still may cut it close for the budget of $1,000.

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Solution idea #5 (image and explanation):Water and SoundA setup with a speaker and running water will be setup to allow kids to change the frequency on the speaker in order to see the effect it has on the water. A guide to the side will tell the kids what frequencies cause the water to “freeze” in air, flow in a spiral forwards, and flow in a spiral backwards, as well as explaining what is actually happening. There will be a glass cover on the front part of the speaker to make sure that the

water won’t splash into the speaker and possibly electrocute the children. This will be interactive because the children will have the power to change the frequencies of the speaker to see how it affects the water. This goes along with both technology and science in STEM because it is using physics with the speaker to see how it changes the water.

Solution idea #6 (image and explanation):Light Prisms ExhibitAn exhibit will be setup that has a beam of light going flat across the table. The kids will be learning about light spectrum in chemistry in this exhibit. Kids will be able to move prisms around to manipulate the light and see how prisms change it and show the spectrum of light. There is little to no chance that the children can hurt themselves in this exhibit while playing. A chart next to it will

describe what exactly is happening to the light. This exhibit can be used over and over again and will not need to be replaced for a while.

Solution idea #7 (image and explanation): Water Filter Exhibit

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The children will design a water filter by using materials that are around the room that the exhibit is in. This exhibit encompasses the science portion of STEM The materials will include sand, cotton balls, and rice, and beans. All of these materials can be found in bulk or can be donated to the Imagination Station to reduce costs. When they are done with their filters, they will be allowed to take them home. This will be held in a safe and clean room accompanied with staff to help the kids.

Solution idea #8 (image and explanation): Drone Exhibit

For this exhibit, we can create a closed off maze that the kids can’t see. The children can fly a drone through a maze by using a remote control and at the same time learn how

drones work and \what they are used for in life. There would be two mazes on either side of the room for multiple children. Because the maze will be covered and the drone will be inside of the maze, therefore the kids will not hurt themselves while flying the drone. The only pitfall to this exhibit is that the drone can be very pricey and it one were to break inside of the maze, we would need to purchase a new one and that would exceed the budget cost.


No references were used during this milestone.



Nolan Gold Solution idea #5 and 6

Mia Sheppard Solution idea #7 and 8 and Revisions

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Allie Ouillette Solution idea #3 and 4

Mikki Wood Solution idea #1 and 2

Upcycling Milestone #4: Pros & Cons EvaluationTeam #: ______28_____ Save this file with the file name Milestone4_<teamnum>.docx.


Problem Statement: In the space below, write your problem statement.


Has your problem statement changed from your Milestone 3 document? If so, explain how and why.

No our problem statement has not changed from Milestone 3.

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1. Summary of criteria: In the space below, describe the general criteria, constraints, qualities, etc. that you will consider as you evaluate the pros & cons of each solution.

The constraints we have are the cost must be under 1000 dollars and it must fit in a 500 square feet area. The exhibit must be upcycled and sustainable, safe for children, teach STEM ideas while also being interactive, easy to clean and keep up, easy for under six year olds to use, aimed at six through twelve year olds, and not a lot of typed information explaining the exhibit.

2. Pros & cons evaluation: In the space below, describe the pros and cons associated with your eight solution idea from Milestone 3. Use as much space as needed to clearly describe both your solution idea and the pros and cons! List a total of at least 4 pros and cons for each solution idea.

Description of solution idea Pros Cons1 Updated Vet Clinic:

Use a new type of computer program with ‘large scale’ machines like an MRI, CAT scan, or XRAY. On the computer you would pick which machine and what animal you are using and then it will produce an image that has something wrong with the animal and with pictures given of a normal scan, children can compare the two scans and find what is wrong with the animal.

-Teaches children about medical machinery-Reuses a lamp and the original Vet Clinic tabletop already at Imagination Station-Teaches children comparing and contrasting skills-Safe and interactive for children of all ages

-Might be for older children-Uses an IPad--and a program that probably needs to be created-Could be difficult to program with multiple animals & machines and still allow for varying results in the scans-Could potentially break depending on the material the box is built from

2 Simple Mathematics Egyptian Tomb:The tomb is set up as a maze throughout a room. At the beginning (outside) of the tomb you preset the age of the child to give accurately challenging math questions to the child. Each section of the tomb will be decorated like something an Egyptian tomb would. There

-Makes math interesting and like a treasure hunt-Helps children learn math in a fun and interactive way-Introduces new ways to learn math and keep trying to get the right answer to reach a goal-Demonstrates a work=reward system to

-Complicated design and could potentially be difficult to make inside a small room-Need a program on the IPad to be made-The tents/blankets used could potentially fall down, causing it to cave in and fall apart, therefore creating a non-safe environment-May not be considered

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would be an interactive computer touch screen that will allow the children to answer the questions. Questions will range from multiplication, addition,

show that learning is fun upcycling considering the only thing needs are tents and an IPad with a mathematics program

3 Learn the process of getting humans to space:A play set (an upcycled McDonald’s, or Chuck E. Cheese’s or, or backyard play set) will be set up like a swingset or tunnels in a wall, and along the way of the play set there will be displays or screens that tell each step of creating a space ship/running a spaceship/getting to space. The end will result in a slide that “lands” on the moon or another planet.

-fun playset for kids-educational about space and going to space-focuses on engineering and science-kids can’t fall off of it-padding at bottom of slide when kids “land on the moon”-could be hi-tech-interactive

-cleaning the tubes would be difficult-expensive-kids could misbehave inside-little kids could get scared in the tubes and need someone to get them down-the playset aspect wouldn’t be a new concept for kids

4 Oobleck making and play:A room set aside for kids to make and play with Oobleck using water and cornstarch. Exhibit meant to show young kids a substance that has the properties of both solid and liquid.

-fun for kids-good for all ages-hands-on-inexpensive-safe in case kids eat it-the museum does not have it yet

-messy for kids and for employees to clean up-kids have probably done it before-doesn’t really teach anything substantial

5 Water and Sound:A setup with a speaker and running water will be setup to allow kids to change the frequency on the speaker in order to see the effect it has on the water. A guide to the side will tell the kids what frequencies cause the water to “freeze” in air, flow in a spiral forwards, and flow in a spiral backwards, as well as explaining what is actually happening.

-Exhibit sure to catch attention of children.-Can be relatively cheap to make.-Can use recycled materials to make some of the exhibit.-Educational, as well as interesting, and can keep kids attention to it.-children only have to manipulate one part of the exhibit, which reduces any risk factors.

-Need to find some way to keep a constant water flow without wasting any water.-Can be somewhat complicated to set up correctly.-The speaker can not be recycled, and also needs to be modified in order to work correctly.

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6 Light Prisms Exhibit:An exhibit will be setup that has a beam of light going flat across the table. Kids will be able to move prisms around to manipulate the light and see how prisms change it and show the spectrum of light. A chart next to it will describe what exactly is happening to the light.

-Cheap and easy to setup. -Can use recycled plastic prisms for exhibit.-Exhibit is not large and leaves room for others.-Can easily use recycled materials to make exhibit.

-Light source will require constant energy supply, either from batteries or a power outlet.-Children may look directly into light which may hurt vision.

7 Water Filter Exhibit:The children will design a water filter by using materials that are around the room that the exhibit is in. The materials will include sand, cotton balls, and rice, and beans. When they are done with their filters, they will be allowed to take them home. This will be held in a safe and clean room accompanied with staff to help the kids.

-Cheap and easy to reuse-Interactive with kids-Can be used by children of many ages-Original idea

-Small Children could put the materials in their mouths because they think it is food.-Might be very messy because the materials can get on the floor.-Smaller kids might have a harder time with putting the materials in the cone.-Not enough variety in the materials.

8 Drone Exhibit:For this exhibit, we can create a closed off maze that the kids can’t see. The children can fly a drone through a maze by using a remote control and at the same time learn how drones work and \what they are used for in life. There would be two mazes on either side of the room for multiple children.

-Forces kids to adapt to the maze when they reach a dead end.-Teaches children what drones are and how they can be used.-The maze can open up kid’s minds and have them think differently.-Helps to improve hand-eye coordination

-Drone costs a lot of money-Battery life on the drone does not last very long-Children do not learn a lot of STEM from playing with the drone.-Drones break very easily so it could not be upcycled very well.

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3. Top solution ideas: Based on your pros & cons evaluation above, identify and clearly describe your top three solution ideas in the spaces below. Be sure to provide a written justification as to why each solution idea is a top prospect.

Water Filter Exhibit: During the peer review for the most part, the other people in the group felt that there weren’t very many problems with this idea. The cons that they did come up with were very minor and did not compare to the pros that were given to the idea. The greatest pro was that it was one of the most upcycled out of all of the ideas that we came up with as a group.

Water and Sound Exhibit: It is an interesting exhibit that will last a long time and won’t break. The exhibit will also remain relevant and appeals to all kids of all ages. However, this would be the most expensive exhibit to make and have the least amount of upcycled parts.

Oobleck Making and Play Exhibit: Overall, this station would be an easy and fun thing for kids to do. It isn’t too complicated, but it still allows for kids to get some scientific education. It is messy, but it’s safe and the other pros outweigh the cons. The cons are issues with clean up and most likely needing supervision. Pros outweigh these cons since the exhibit is fun for children as well as teaches them something unique and that can be expanded upon.


Oobleck: The Dr. Seuss Science Experiment. (n.d.). Retrieved December 3, 2015, from http://www.instructables.com/id/Oobleck/

This is What Happens When You Run Water Through a 24hz Sine Wave. (2013, March 12). Retrieved December 3, 2015, from http://www.thisiscolossal.com/2013/03/this-is-what-happens-when-you-run-water-through-a-24hz-sine-wave/

Newtons Experiments - light and prisms. (n.d.). Retrieved December 3, 2015, from http://www.creative-science.org.uk/prism.html

Water Purification Science Project video. (n.d.). Retrieved December 3, 2015, from http://www.hometrainingtools.com/a/water-filtration-science-project


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Mia Sheppard 7 & 8 Pros and Cons, 1 justification

Allie Ouillette 3 & 4 Pros and Cons, 1 justification

Nolan Gold 5 & 6 Pros and Cons, 1 justification, revisions

Mikki Wood 1 & 2 Pros and Cons

Upcycling Milestone #5: Evaluation & AnalysisTeam #: _____28______ Save this file with the file name Milestone5_<teamnum>.docx.




Consider the different product ideas that your team has developed as potential ideas for your upcycling project. What is the worst product in terms of meeting the criteria for your final design? What is the best product in terms of meeting the criteria for your final design? How do you know?

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In these activities, you will gather appropriate evidence for the design criteria (Economic Viability, Technical Feasibility, and Sustainability). This activity will be practice for the evidence you will need to gather for your final project deliverables. You will evaluate three of your potential products to determine which one better meets the project goals. The criteria for the project in these areas are listed below:

Economically viable • Low cost for non-profit organization

Technically feasible • Solution functions as intended and is able to be handled by children safely

Sustainable • Solution uses recycled, re-used, and/or re-purposed materials

• When the designed product’s life-cycle is complete, it can be re-used or recycled

Part 1: Design Criteria - Economic ViabilityEstimate Cost to Make the Product

1. Find evidence for how much each of your components cost. If your material is upcycled, then you can assume that the product is free, but still include it in the components list. If you are using a bonding agent like super glue (Cyanoacrylate), estimate the cost of that material per unit. For example, a super glue costs about $8.93/oz (Amazon, n.d.). Assuming you will use 0.1 oz (about one fifth of a regular tube) per unit, the unit cost is $8.93/oz*0.1 oz/unit = $0.89/unit. Cite credible sources in APA style and be sure to use proper units. Add additional numbers to each box as needed to include all components of your products.

Product #1: Water and Sound

Product #2: Oobleck Product #3: Water Filter

Cost of components ($/unit of measure)

1. Single Speaker- $49.992. Rubber Hose- $21.99/50 ft3. 24fps Camera- $99.884. Single Laptop- $90.29

1. Cornstarch- $21.99/50 lb bag2. Water- free3. Clear Plastic Bowls- $59.99/case (600 bowls)4. Food Coloring- $3.48/4ct box5. Chemistry Reaction Poster-

1. Two-Liter Pop bottle- $1.39 [upcycled]2. Sand Bag (50-lbs)- $2.80 [upcycled]3. Bag of Charcoal (16.6-lbs)- $12.34 [upcycled]4. Bag of Gravel (50-lbs)- $19.00

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$1.00/download6. Paper for Poster- $7.99/ream (500 sheets)7. Homemade Poster about Non-Newtonian Fluids- upcycled8. Poster Frame- $10.99/frame

[upcycled]5. Table (30"W x 48"L x 22-30"H)- $71.956. Chairs (14”)-$20.75

Amount you will use(unit of measure/unit of product)

1. 1 Speaker2. 3ft/50ft3. 1 Camera4. 1 Laptop

1. Cornstarch- 1 oz (3 tbsp)/50 lbs2. Water- 2 oz (6 tbsp)3. Clear Plastic Bowl- 1 bowl/600 bowls4. Food coloring- 3 drops (.005 fl. oz)/1 bottle (.25 fl. oz)5. Chemistry Reaction Poster- 1 download6. Paper for Poster- 4 sheets/500 sheets7. Homemade Poster about Non-Newtonian Fluids- 1 poster8. Poster Frame- 2 frames

1. Two-Liter Pop bottle-82. Sand Bag-13. Bag of Charcoal-14. Bag of Gravel-15. Tables-26. Chairs-8

Cost of components per product unit (i.e. multiply top two boxes). ($/unit of product)

1. $49.992. $1.323. $99.884. $90.29

1. $0.03/1 oz2. free3. $0.10/1 bowl4. $0.02/3 drops5. $1.00/1 download6. $0.06/4 sheets7. upcycled8. $21.98/2 frames

1. $11.122. $2.803. $12.344. $19.005. $143.906. $166.00

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Total: $241.48 $23.19 (for one batch of oobleck)

$355.16 (for eight filters and work space in exhibit) [without upcycling]

Sources in APA style: Fluance SXHTB Surround Sound Single Speaker SXSS. (n.d.). Retrieved November 19, 2015, from http://www.amazon.com/Fluance-SXHTB-Surround-Single-Speaker/dp/B005COO6YU/ref=sr_1_2?ie=UTF8&qid=1447970052&sr=8-2&keywords=single speaker

APEX 50 Ft. All Rubber Hose. (n.d.). Retrieved November 19, 2015, from http://www.fleetfarm.com/detail/APEX-50-Ft.-All-Rubber-Hose/0000000001770?utm_source=googleps&utm_medium=shopping+search&utm_campaign=google+product search&gslfah&gclid=Cj0KEQiAg7ayBRD8qqSGt-fj6uYBEiQAucjOwd_izvPrOjNcrIpar5wPGSi6MEW2RVhRex3epmJyihsa

2.0 Inch Wifi 16MP 4K 24fps HD Waterproof Action Sport Camera (Black) 32G MicroSD 2x Battery. (n.d.). Retrieved November 19, 2015, from http://www.amazon.com/Waterproof-Action-Camera-MicroSD-Battery/dp/B01752LQGM/ref=sr_1_4?s=electronics&ie=UTF8&qid=1447969756&sr=1-4&keywords=24fps camera&pebp=1447969832059&perid=00VSH220QYJRZA2CPKB0

Dell Latitude D630 14.1-Inch Notebook PC - Silver 2011 Model. (n.d.). Retrieved November 19, 2015, from http://www.amazon.com/Dell-Latitude-D630-14-1-Inch-Notebook/dp/B004KZJ0UM/ref=sr_1_12?s=pc&ie=UTF8&qid=1447970674&sr=1-12&keywords=laptop&pebp=1447970688027&perid=10JGJWEP5BW5ETMS7Q45

Corn Starch - 50 lb. (n.d.). Retrieved November 19, 2015, from http://www.webstaurantstore.com/corn-starch-50-lb/1044100800.html

Creative Converting 28114151B 12 oz. Clear Plastic Bowl. (n.d.). Retrieved November 19, 2015, from http://www.webstaurantstore.com/creative-converting-28114151b-12-oz-clear-plastic-bowl/286B12CL.html

McCormick Specialty Extracts Assorted Food Colors And Egg Dye, 4ct - Walmart.com. (n.d.). Retrieved November 19, 2015, from http://www.walmart.com/ip/McCormick-Specialty-Extracts-Assorted-Food-Colors-And-Egg-Dye-4ct/10308892?action=product_interest&action_type=title&item_id=10308892&placement_id=irs-106-t1&strategy=PWVUB&visitor_id&category=&client_guid=33babe64-57ae-4985-9e9b

Physical and Chemical Changes in Matter 16x20 Anchor Chart. (n.d.). Retrieved November 19, 2015, from https://www.teacherspayteachers.com/Product/Physical-and-Chemical-Changes-in-Matter-16x20-Anchor-Chart-1154387

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Staples Multipurpose Paper, 8 1/2" x 11", 500/Ream (513099-WH) | Staples®. (n.d.). Retrieved November 19, 2015, from http://www.staples.com/Staples-Multipurpose-Paper-8-1-2-inch-x-11-inch-Ream/product_513099

16" x 20" Clear Clip Frame | Hobby Lobby | 906875. (n.d.). Retrieved November 19, 2015, from http://www.hobbylobby.com/Home-Decor-&-Frames/Frames-&-Photo-Albums/Acrylic-Frames/Clear-Clip-Frame/p/98609

Sharp, T. (2012, July 11). How to Make Oobleck | Fun Science Projects. Retrieved November 19, 2015, from http://www.livescience.com/21536-oobleck-recipe.html

Weight measurement chart pounds into cups conversion, Growlies. (n.d.). Retrieved November 19, 2015, from http://www.angelfire.com/bc/incredible/weightmeasure.html

Drops to Fluid Ounces (US) Conversion Calculator. (n.d.). Retrieved November 20, 2015, from http://www.unitconversion.org/volume/drops-to-fluid-ounces-us-conversion.html

Coca-Cola Diet Coke, 2 L - Walmart.com. (n.d.). Retrieved November 19, 2015, from http://www.walmart.com/ip/Diet-Coke-Cola-2-l/15610624

QUIKRETE 50-lbs Play Sand. (n.d.). Retrieved November 19, 2015, from http://www.lowes.com/pd_10392-286-111351_0__?productId=3006085

White Cloud Jumbo Size Cotton Balls, 400 count - Walmart.com. (n.d.). Retrieved November 19, 2015, from http://www.walmart.com/ip/White-Cloud-Jumbo-Size-Cotton-Balls-400-count/23788426

Robot Check. (n.d.). Retrieved November 19, 2015, from http://www.amazon.com/Botan-Musenmai-Calrose-Rice-Pound/dp/B00N9BWFVE/ref=sr_1_2?ie=UTF8&qid=1447970465&sr=1-2&keywords=rice

SO 483048 | Schooloutlet.com. (n.d.). Retrieved November 24, 2015, from http://www.schooloutlet.com/SO_483048_ASAP_Classroom_Activity_Table_p/so-483048-asap.htm?gclid=Cj0KEQiAj8uyBRDawI3XhYqOy4gBEiQAl8BJbRi0ZukKRplkud6CbbR08Eo1uQfNe1lvMOdFnVeRnlMaAmMH8P8HAQ&utm_medium=cse&utm_source=google

SO 1014B | Schooloutlet.com. (n.d.). Retrieved November 24, 2015, from http://www.schooloutlet.com/Preschool_Chair_with_Chrome_Legs_14_Seat_p/so-1014b-asap.htm

Lowes's Home Store. (n.d.). Retrieved December 9, 2015, from http://www.lowes.com/

Amazon: Gorilla Glue 7805001 24 Pack 15g Super Glue, clear. (n.d.) Retrieved from http://www.amazon.com/dp/B00S3EJKIS/ref=twister_B00M3557BM?_encoding=UTF8&psc=1

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2. What aspects of economic viability are we leaving out in this analysis to simplify this process and get reasonable estimates? Are your products within the budget for this project? Which is the best product in this area?

The aspects of economic viability that we are leaving out in this analysis to simplify this process and get reasonable estimates is the availability of the material in our area, labor costs, taxes, shipping costs, if this project will benefit children and promote environmental safety, and if the exhibits in this project will even be able to be made.

Part 2: Design Criteria - Technical FeasibilityTest if the Product Will Work as Intended

For your final project deliverables, you or another member of the design team would need to test your products to ensure that it is technically feasible. Technical feasibility is defined as: The solution functions or has potential to function as intended. You also have the added need of safety for small children.

In the table below, develop a plan for testing your three potential products. You may or may not use this plan to actually evaluate the technical feasibility of your products. However, it is important as an engineer to explain how you would test the feasibility of your design.

How will you test or evaluate your prototypes for technical feasibility?

What evidence/data will you collect to show that you met the criterion?

How will you analyze the evidence/data collected to clearly choose the most technically feasible option?


Will have to test parts to work first. Checking that the laptop can play 24hz tone software, check that the speaker can play 24hz tone, and making sure water runs through the tube. Once all parts run we will have to test the prototype to make sure we can see the water flowing through the camera.

With our prototype as an estimation, we will find the exact size that the exhibit will take allowing us to know if the exhibit will be too large to be fit into the 500 square feet given. As proven above, the cost of the exhibit is at approximately 240 dollars which is well under 1000 dollars allowing us to purchase a better computer. We will also create the info that will be given to the kids about the

We will compare the cost of this exhibit to the other three that we have and decide if this cost is too large in comparison to the other two potential exhibit. We will also decide if the size of the exhibit is acceptable (being under an area of 500 square feet and easy to move, carry, and assemble), and if it is too big and ambitious. A combination of cost and size will help us determine if this exhibit is viable at all.

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exhibit.Product #2: Oobleck

We will have to make the oobleck to see how easy it is for kids to make. We then can give it to kids to try out and see how they react to it. The posters with the scientific information can be shown to kids, as well, to see their reactions.

We will have to actually make the oobleck to see how much is needed for one kid-sized batch. Due to having to calculate the price for multiple batches of oobleck and the ongoing restocking that would be necessary there is no economic viability in this exhibit. We will also have to look at the ingredients to make sure they are safe (meaning that if the oobleck is ingested it will not cause problems with the child) in case little kids consume them. Through research online with exhibits similar to this, we can find if this Oobleck exhibit will be desirable for children between the ages 6 and 12.

We will take into consideration the price, the size, the safety, the educational aspect, the appeal, and the sustainability of each solution. The acceptable values of these criteria include: the price being under $1000, the size being under an area of 500 square feet, the safety including all materials being healthy for children, the educational aspect including hands-on STEM ideas, and the appeal of the exhibit must be colorful and enticing to children. Then, we will compare all the solutions and choose the one with the best option in the majority of those criterion.

Product #3: Water Filter

To test this idea we will have to first try out the activity that the kids will be doing, to see how hard or easy it is to complete. Then depending on if we feel that the exhibit is not too difficult, we will sit down three children of various ages (5,8 & 11) to see if these age groups are entertained by the exhibit and can complete the exhibit in a timely manner.

To show that this exhibit meets the criteria that was given to us, we proved above that the cost of the exhibit was well under the 1000 dollar budget at $355.16, which allows for extra room to restock these materials, if needed. We can also see if this exhibit, the way that it has been set up in the prototype drawing, is spatially reasonable to

To decide which option is the best, we will look at the cost (under 1000 dollars), educational value of the exhibit (does it include STEM learning?), safety (are all the materials safe for children to be around), longevity (how often will new materials need to be supplied), interaction level (how desirable the exhibit is to the children), and visible appeal of all of the exhibits. From there

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the size of the room that was given to us to use at the Imagination Station, this size is 500 square feet. We believe that there will be no problem fitting these filters in there since they are in two-liter pop bottles and there will only be three out at one time.

we will create a weighted decision maker to decide which is the best option.

Part 3: Design Criteria - SustainabilityCradle-to-Cradle Life Cycle Assessment (LCA)

You will conduct a life cycle analysis on the components going into your product from their initial production to when you upcycle them. The tool you are using to conduct this analysis is an economic model of the industrial sectors that are involved in the extraction, production, and shipment of your upcycling materials. You will use the Economic Input-Output Life Cycle Assessment (EIO-LCA) tool at www.eiolca.net to make simple models of this complex process.

1. Read the information about the EIO-LCA tool on the front page of the website.2. Click the “Use the Tool” tab to open up the inputs interface.3. Use the default “US 2002 Producer” model for this analysis.4. Search for the industry sector that best matches your product (e.g., for upcycling a rubber tire, search “tire” in the query box, click on the “tire manufacturing” sector).5. Conduct your analysis for $1 million in economic activity.6. Find both the Energy and Greenhouse Gases outputs of the model for the top 10 sectors in your industry7. Repeat for each component used in your product and weight each output to get an estimate for the impact of your total model (e.g., if you use 70% of an aluminum can and 30% of a plastic bottle to make your product, multiply the estimates for the aluminum can by 0.7 and the estimates for your plastic bottle by 0.3 and sum the results).8. Repeat for each product for a total of three analyzed products.9. Answer the questions below about each of your products on the worksheet below.

Questions – Answer for 3 products

A. Use the eiolca.net tool to model the components of your design from cradle-to-cradle for your upcycling product on a scale of $1 million. The EIO-LCA model estimates the materials and energy resources required for activities in the economy for manufacturing and production rather than physical quantities. This model will only provide meaningful results for quantities in the millions. This estimate is NOT for a single unit.

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B. Record the total energy in J/$ of product and the tons of CO2e/$ of product for the top 10 sectors to produce your product (C02e = carbon dioxide equivalent).

C. If your product uses more than one upcycled product (e.g., a glass jar AND aluminum can) provide the weighted average for these numbers in your report. Write the percentages used below (e.g., 30% glass; 70% aluminum can).

D. Discuss how sustainable your product is compared to your other solutions.E. Compare your design solutions to an external benchmark (other design) to see if how

your products compare to other products on the market. Cite all sources of information to show credibility in APA style.

F. Propose 3 improvements to the design (or other aspects) of your device that will improve the sustainability and reduce its carbon footprint.


Energy (J/$) Speaker--2.78 X 10^-6 J/$Rubber Hose--1.44 X 10^-5 J/$24fps Camera--2.78 X 10^-6 J/$Laptop--4.28 X 10^-6 J/$

Greenhouse Gas (t CO2e/$)

Speaker--0.00019 tCO2e/$Rubber Hose--0.000844 tCO2e/$24fps Camera--0.00019 tCO2e/$Laptop--0.000284 tCO2e/$

Weighted Components (if applicable)

LaptopCameraSpeaker

Sustainable Ranking compared to other design solutions and benchmarks

The worst sustainable ranking out of all three products/exhibits.Benchmarks:Sustainability-- the low energy and greenhouse gas savings due to upcycling these materials show that has low sustainabilityEconomic Viability-- it is very high due to the technological advancements that have been done in the last few decades and the costs for the equipment have lowered due to thisTechnical Feasibility-- low due to the cost and the high tech equipment needed to view the water moving by sound

Sources (APA style) N/A

Improvement Suggestions

1) Use less technologically advanced materials for the exhibit by having a less technologically advanced computer, camera, and speaker.2) Research different ways to do this exhibit that use different materials that do not involve a camera, laptop, and speaker.3) Find if using an old camera that would be cheaper and considered upcycling would be possible from websites like ebay and amazon.

Product #2: Oobleck

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Energy (J/$) Clear Plastic Bowls--4.2 X 10^-5 J/$Non-Newtonian Fluids--1.47 X 10^-5 J/$Poster Frame--5.30 X 10^-6 J/$


Clear Plastic Bowls--0.00251 tCO2e/$Non-Newtonian Fluids--0.00228 tCO2e/$Poster Frame--0.000323 tCO2e/$


CornstarchChemistry Reaction Poster

Sustainable Ranking compared to other design solutions and benchmarks

The middle sustainable ranking out of the three products/exhibits.Benchmarking:Sustainability-- the energy and greenhouse gases saved by these materials being upcycled are in a medium range compared to the other exhibits. This causes for a decent sustainability to happen.Economic Viability-- The economic viability for this exhibit is low due to the repurchasing of materials throughout the exhibit’s existence.Technical Feasibility-- this is high due to the easy construction of the Oobleck blocks



1) Need to use more materials that are upcycled, such as: an old poster frame, and bowls.2) After the Ooblecks have been broken down, use materials that at that stage they can be reconstructed for more Oobleck creations.3) Use old posters from local schools for the chemistry posters needed.

Product #3: Water Filter

Energy (J/$) Two-Liter Pop Bottle--2.37 X 10^-5 J/$Bag of Sand--2.16 X10^-5 J/$Bag of Gravel--2.16 X 10^-5 J/$Bag of Charcoal--1.54 X 10^-5 J/$


Two-LIter Pop Bottle--0.00139 tCO2e/$Bag of Sand--0.00149 tCO2e/$Bag of Gravel--0.00149 tCO2e/$Bag of Charcoal--0.00424 tCO2e/$


Two-Liter Pop BottleSandGravelCharcoalTablesChairs

Sustainable Ranking compared to other design solutions and

The best sustainable ranking out of all three products/exhibits.Benchmarking:Sustainability-- this is high due to the higher energy and greenhouse gases

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benchmarks savings in comparison to the other two exhibits.Economic Viability-- the economic viability of this exhibit is low due to the repurchasing of materials throughout the duration of the exhibit.Technical Feasibility-- this is high due to the easy construction of the homemade filters



1) Use other materials that are more upcyclable to make the filter, such as coal and gravel.2) Create different ways to make the filter instead of using the same materials all the time, such as fine sand, coffee filters, pebbles, and dirt.3) Change the design of the filter by using a different container to make the filter, such as a smaller bottle, a square container, or a flower pot.

Part 4: Individual Contributions

Individually, each team member should describe his/her own specific contributions to this milestone (the work above).


Mikki Wood Part 3, questions, and organizing the information, revisions

Mia Sheppard Part 1 and 2 for Product #3

Allie Ouillette Part 1 and 2 for Product #2

Nolan Gold Part 1 and 2 for Product #1

Upcycling Milestone #6: Value Propostion

Team #: _____28______ Save this file with the file name Milestone6_<teamnum>.docx.




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1. Questions: To prepare to write your value proposition, answer the questions below.

A. Identify the following:

Client Stakeholders End user

Imagination Station Director

Children ages 12 and under

Parents

Employees

Educators

Society

Children ages 12 and under

Parents to children

Imagination Station

Children

B. What is your product or service?

Our product is an exhibit to be implemented at Imagination Station in West Lafayette, IN that contains upcycled materials. The exhibit entails children pouring one cup of a liquid through designated filters and timing how fast the liquids filters through the filter. The materials used to make the home-made filters will include: half of an empty two-liter bottle, sand, coal, gravel, cheesecloth, and rubber bands. Three filters will be made and attached to a wall. The exhibit will teach children how to understand the viscosity of different liquids by having them time the liquids provided as they are filtered. After they are done timing each liquid being poured through the filters, they will rank the speeds of each liquid; therefore, they find out how viscous one liquid is compared to another. The liquids that are being used in this exhibit include: water, vegetable oil, and milk.

C. What is the benefit of using it?

The benefit of using this exhibit by implementing it into Imagination Station is a creative way for children to understand how water moves through different materials. Also, it will help them understand how to filter liquids. This is basic STEM knowledge that is based in the science and technology extension of STEM due to seeing how filters work and coming to conclusions about viscosity. Also, another benefit is that children learn scientific meanings at a young age by hands-on experimenting and engaging children to learn by enjoying education--”By the time students reach the middle years, the process of learning is changing from curiosity, engagement, and hands on exploration to one of sitting still, listening, and writing. As this change happens, a student’s enthusiasm for school and learning drops off rapidly” (U-Turn Article). At Imagination Station, we are trying to do the opposite by helping improve students’ of all ages enthusiasm for learning.

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D. What makes your offering unique and different?

The exhibit is unique and different because there is nothing like it at Imagination Station currently. Also, we went further than just a plain biofilter and included the testing of viscosity with it. Kids probably do not know what it means for something to have viscosity, and this exhibit allows them to learn it at an early age while having fun and being interactive with the exhibit.

2. Value Proposition: As directed by your instructor, create value propositions (should include a clear headline, some information about what makes it unique, key benefits of how it addresses the need, and a relevant image) for the specified audience(s).

Audience for value proposition: End User

Have you ever wondered why certain liquids move faster than others?Make a filter with the given sand, cotton balls, white rice, and a two-liter pop bottle.

Time how fast each liquid goes through the filter you made.

Did you notice how it took longer for some liquids to be filtered?

That means that they have a larger viscosity than the liquids that moved faster through the filter!

How else do you think you prove how viscous a liquid is?

Audience for value proposition: Client

Science experiments are hands-on STEM learning.

With the help of three homemade filters, children can learn what viscosity is!

This is a high level science term that targets older students, but the hands-on learning targets a large

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range of students, but mainly children ages 6-12.

The materials used include sand, rocks, charcoal, cheesecloth, and a two-liter pop bottle. All of these materials can be found around the house and be repurposed to create these homemade filters!

It’s as easy as watching an hourglass pour!


(n.d.). Retrieved November 24, 2015, from https://www.pinterest.com/jpgilman/super-science/



Water Purification Science Project video. (n.d.). Retrieved November 24, 2015, from http://www.hometrainingtools.com/a/water-filtration-science-project



Mikki Wood 1. A, B, C, D ; 2 ; 3 ; revisions

Mia Sheppard revisions

Nolan Gold N/A

Allie Ouillette revisions

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Upcycling Milestone #7: Communication your Final Solution

Team #: _____28______ Save this file with the file name Milestone7_<teamnum>.docx.




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1. Present a detailed solution: Provide a detailed sketch and description of your product and how it meets the needs of your client in the space below.

Visual

Detailed description of product and how it meets need of client.

Our product is an exhibit to be implemented at Imagination Station in West Lafayette, IN that contains upcycled materials. The exhibit entails children pouring one cup of a liquid through designated filters and timing how fast the liquids filters through the filter. The materials used to make the home-made filters will include: half of an empty two-liter bottle, sand, coal, gravel, cheesecloth, and rubber bands. Three filters will be made and attached to a wall. The exhibit will teach children how to understand the viscosity of different liquids by having them time the liquids provided as they are filtered. After they are done timing each liquid being poured through the filters, they will rank the speeds of each liquid; therefore, they find out how viscous one liquid is compared to another. The liquids that are being used in this exhibit include: water, vegetable oil, and milk. Each filter will be designated to a specific liquid. In order for a clean and safe exhibit, the liquids will be stored in upcycled soap dispensers on the wall above each filter so children can easily dispense some liquid into the filter. There will be a container under each filter to catch the filtered liquids as they pass through the cheesecloth at the bottom of the pop bottle. The benefit of using this exhibit by implementing it into Imagination Station is a creative way for children to understand how liquids move through different materials. Also, it will help them understand how to filter liquids. This is basic STEM knowledge that is based in the science and technology extension of STEM due to experimenting to compare data they have found. This will also help children learn trial and error skills because if they do not time the liquids correctly, or add too much liquid into the filter at one time the results will not be accurate. Also, another benefit is that children learn scientific meanings at a young age by hands on creations and experiments and engage them to learn by enjoying education--”By the time students reach the middle years, the process of learning is changing from curiosity, engagement, and hands on exploration to one of sitting still, listening, and writing. As this change happens, a student’s enthusiasm for school and learning drops off rapidly” (U-Turn Article). At Imagination Station, we are trying to do the opposite by helping improve students of all ages enthusiasm for learning. The aspects of the exhibit that make it unique and different are that we are allowing the children to learn how to experiment on a basic beginner level, we will provide a minimum of three liquids for the children to try filtering in the exhibit to give them a broad spectrum to compare the speed and viscosity of the liquids as they are filtered, and the exhibit is purely a trial and error

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situation to learn how to experiment accurately and correctly. This exhibit for Imagination Station meets the need of the client because we are using upcycled materials: pop bottles, coal, sand, and used tables and chairs. Also, it meets the STEM criteria because it allows for a deeper meaning of science terms by showing the children what viscosity is by hands on learning. Lastly, the Filter exhibit allows children to learn the trial and error aspect of experimentation.

2. Provide a detailed implementation plan for how you will execute the installation and use your product at imagination station.

For this exhibit we will use the prototype that was drawn in milestone 5 to start off the design of the installation of the exhibit. We will need to build each of the filters before opening the exhibit. The filters will be made of half of an empty two-liter bottle, sand, coal, gravel, cheesecloth, and rubber bands. The two-liter will need to be placed upside down and we will use the end of the bottle that has the spin-off top. The cheesecloth will be placed on the top and will be secured by the rubber band in order to make sure that the materials will not fall out of the bottom of the filter. The materials will be placed in the bottle as follows (bottom to top): coal, sand, gravel. In the exhibit the filter will be attached to the wall but for the presentation we will create an apparatus that will hold the filter. For the exhibit, children will walk up to the filters and start a timer as they add some of each liquid to each filter.

3. Identify the innovative attributes and limitations of the selected solution.

The exhibit is innovative since it teaches kids what viscosity is and how it changes the properties of a liquid. The exhibit would be teaching useful information and not just irrelevant info about random topics. The knowledge gained from working with the exhibit can be expanded upon and used in the future. Limitations would be the need to make new filters constantly, filters possibly not working accurately or made poorly, and need to maintain a supply of viscous liquid in order to allow the exhibit to work.

4. Explain, using data, how your solution successfully meets the defined need without creating new problems.

Our solution successfully meets the need of creating a new exhibit that is fun, interactive, and educational for kids, and it does so without causing new problems that the owner is trying to avoid. In milestone 5, we had a price estimate for this exhibit of $355.16. This was before we changed the purpose of the exhibit from just filtering to testing viscosity, but the cost should still be around that or cheaper. This does not create a problem because it meets the criteria of being under $1000. By standing in the study room in the basement of Earhart Hall, we also figured that the exhibit really does not have to be any larger than about 30 square feet to account for viewing space. This does not create a problem because there will not be a space issue since the exhibit would be well below the 500-square-foot limit.

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5. Explain how your solution meets the design criteria (e.g., technically feasible, desirable, economically viable, and sustainable).

The design criteria for the solution are that it must be under 1000 dollars, in a 500 square foot area, upcycled, safe for children, interactive with STEM ideas, easy to clean and keep up, easy for under six year olds to use, aimed at six through twelve year olds, and not a lot of typed information explaining the exhibit. Our solution “Make Your Own Filter Exhibit” meets the design criteria because it is well under $1000 to implement; it does not exceed 500 square feet; it incorporates upcycled materials (pop bottles, tables, chairs, coal, gravel, clay, and sand); it does not have safety hazards for children; it only involves pouring liquids in filters, therefore making it easy for kids under six to use; it is interesting for kids of all ages but specifically ages six through twelve; and the exhibit is visual and does not use typed information to explain the exhibit.


(n.d.). Retrieved November 24, 2015, from https://www.pinterest.com/jpgilman/super-science/



Water Purification Science Project video. (n.d.). Retrieved November 24, 2015, from http://www.hometrainingtools.com/a/water-filtration-science-project



Allie Ouillette #5, #1, #4, and revisions

Mikki Wood #1, #6

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Mia Sheppard #2

Nolan Gold #3