5/27/11 update

Today we worked on the content of our posters for the presentation. We found some information to connect the topic to local green initiatives. Also, Jessica has been working on a sketchup model for the presentation. For the weekend, each of us is looking for more information, thinking about how best to sell our idea and get others excited about it, and a name for our exhibit.

5/25/11 Display Display Discussion

The Presentation Display Posters : discuss everything that could possibly be on the poster, and an optional scale model. Divide and Conquer : Jessica to create vModel, and possibly scale model; Monica and Lord Stanley to compile concept elements; Matt to begin Poster Layout, organization, and styling. Poster Matrix : preliminary content organization, visual hierarchy, and [possible] sector content; to be reviewed Friday 5/27.

5/23/11 Class Update

Our group has a bunch of ideas on how to communicate the scientific aspects of wind technology. We have also incorporated a more aesthetic element by introducing a large wind sculpture in the center of our exhibit. Now, we need to find a way to relate our exhibit to the SLO community, find a way to portray wind as renewable resource in a way that touches the user on a personal level. Some ideas we discussed were giving each turbine investigation module a setting, some location within the SLO community where that kind of wind technology could be implemented. We also discussed how to convey the amount of energy that could be produced by wind turbines in a way that the average user, probably coming from a non-scientific background would understand. We will continue discussing this on Wednesday.

Wind Energy STEM Exhibit Overview Flowchart

From Team & Instructor discussion

Friday 4/20: class review

Today we discussed the changes that were made to the exhibit. The exhibit has been separated so that the three turbine displays are standing alone with a central wind sculpture. While we were searching for wind sculpture ideas we came across a wind sculpture in New Zealand that seemed to fit with our wind theme as well as have a playful appeal to the younger audience.

The sculpture is made of colorful blocks that have fins within it. The fins catch the wind and turn the individual blocks. Our group discussed the potential use of the sculpture as a central piece in the exhibit. This sculpture would also allow the use of more modular pieces for the exhibit displays so that the entire exhibit would look more united. By using a modular design it would also open the display up to different orientations depending on the site requirements if the exhibit were to be moved. 

Turbine Tree

Panopticon

The Singing Ringing Tree is a wind powered sound sculpture resembling a tree set in the landscape of the Pennine mountain range overlooking Burnley, in Lancashire.

Completed in 2006, it is part of the series of four sculptures within the Panopticons arts and regeneration project created by the East Lancashire Environmental Arts Network (ELEAN). The project was set up to erect a series of 21st-century landmarks, or Panopticons (structures providing a comprehensive view), across East Lancashire as symbols of the renaissance of the area.

Designed by architects Mike Tonkin and Anna Liu of Tonkin Liu, the Singing Ringing Tree is a 3 metre tall construction comprising pipes of galvanised steel which harness the energy of the wind to produce a slightly discordant and penetrating choral sound covering a range of several octaves. Some of the pipes are primarily structural and aesthetic elements, while others have been cut across their width enabling the sound. The harmonic and singing qualities of the tree were produced by tuning the pipes according to their length by adding holes to the underside of each.

5/18/11 Recap

Today we discussed some of the feedback we got after presenting on Friday. Our main focus was to use our design as a base and expand off of it to include an artistic element. We discussed adding wind sculptures that are also functional wind turbines to the exhibit. We are still working out the kinks of this idea and we also found that we may need to tweek the exhibit so that we don't loose our learning goals.

Daily Recap Monday 5/16/11

Brainstorming: 1: Eye-catching feature: Whirligig? (modern, moving, spinning, light catching, musical, tonal, chiming); 2: Bellows: should pumping action also be horizontal, in same direction as wind generated, to blow across turbines; 3: Reconsider using the "Humdinger" Technology as example of future wind generator; 4: Feedback mechanism from generators: more than just lights, needs motion and/noise. Moving model electric cars?


Field Trip: "Don't Look Back" : A student project on exhibit design, meant to be somewhat obscure, involved a long, multi-stepped search treasure hunt. De-Briefing was more interesting: their considerations for bullet-proofing, the blind, wheelchairs, earthquakes, and other anthropomorphics. "Murphy's Law will prevail: test everything to attempt failure. Include Reset or Repair instructions for staff.

Powerpoint Presentation

5/13 Class update

On Friday, we had our first design review. Despite our efforts to not be the last group to present, we ended up going last anyway and had to work against the clock to fit in our presentation and get feedback from the panel of experts. One of the most important things we learned from the panel was that wind speed is the most important factor in generating power from wind, as it follows this formula:

P = K.E./∆t = 1/2 ρ A v^3

This means that a 20% increase in wind velocity could result in a 70% increase in power. This would be valuable information to include in our exhibit's signage, as it pertains to the science behind wind energy.

3D Modeling

Today the group focused on designing the exhibit using SketchUp as well as illustrative a narrative with the use of Photoshop. While we designed the exhibit using SketchUp, we were able to make more concrete decisions such as how the bellows would look and also what types of wind turbines we would be using for the 3 different turbines displayed. It also helped with dealing with a scale and relating it back to how a child would be interacting with the exhibit.

4/10 Update

On Monday, we started working on an outline of the presentation that we'll give on Friday. Also, over the weekend we collected photos of our site to use on Wednesday to create a picture of out visitor experience.

Enclosed Style STEM exhibit

a rendered SketchUp Model using large type and components from Warehouse

Session Recap 5/6/11

Presentation of general guidelines to organizing and preparing a graphic presentation: Managing and controlling how audience receives and perceives your concept; General to Specific; Hierarchy of information related to hierarchy of graphic elements; Graphic organization; Sequencing. Quick discussion with John Keller regarding the physics of wind energy, relation of scale to output, demonstration and teaching products and supply resources. Group Discussion regarding meeting and working over weekend. Illustration Exercise where we each attempted to draw/diagram/illustrate features and functions of the wind energy exhibit. Group Self Crit of each the drawings to clarify direction and goals. Assignment to continue with illustration of concepts for exhibit with either drawings, photoshop collage, or other software.

Storyboard Flowchart Draft 050611

Meet Daisy, Sally and Tommy

May the 4th be with you: Class Review

We started the day by compiling the results of our survey. The results show that people are equally interested in both the ethical concerns and the science behind wind technology. We are designing our exhibit to appeal to both these concerns. We discussed designing an exhibit that showed 3 types of wind turbines: an older design, a current design, and an emerging design. The user could see how the modern turbines move slower than older turbines, presenting less of a threat to birds. However, we would show how through appropriate gear ratios, the slower moving turbines could generate as much power as the faster moving ones. We could show this by using a transparent plastic casing around the generators attached to the turbine blades.

After discussing our survey and design, we created these user personas:

1.Sally Hemmings: A modern day transplant of the Sally Hemmings from the days of our Founding Fathers. She is a 22-year-old African-American single mother, working as a secretary for a local politician. She has a high school education, and is taking online college courses. She spends most of her time bonding with her 5-year-old son.

2. Tommy the 7-year-old lord of destruction. A slightly overweight cub scout, Tommy is a classic bully, his bullying stemming from his insecurity about his weight. However, at heart, he is a good kid. He just hasn't found his calling. He enjoys nature and being outdoors, and his favorite animal is the bear.

3. Daisy Lavender Starchild: A 32-year-old grad student studying environmental sciences. She is a new age liberal, interested in gardening, playing tambourine, doing yoga, and eating jicama. She has consistently voted democrat, is deeply concerned with environment.

4. Emperor Palpatine: The dark lord of the Sith, an ancient an evil religion founded a long time ago in a galaxy far far away. This man has zero empathy. He believes that all resources exist to further the prosperity of man, and ultimately himself. He is currently working on a space station with the ability to destroy a planet, about the size of a small moon. But to be sure, it's no small moon. It's a space station. There's no debate about that. A heartless man, he voted Republican in the last 3 presidential elections.

Q&A

1. What do you know about wind energy?
It’s wild and unpredictable
Mostly used by farmers.
It can be dangerous, like tornadoes.
It’s an Alternative generation, depends on wind patterns, relies on mechanical devices, there are several in California.
Sailboats use it. Long history, since Egyptians.
Wind is free.
Rare and specialized conditions.

2. How do you feel about wind turbines?
The big propellers are too big and ugly.
They’re pretty.
They’re huge.
Perfectly fine. Want on in my yard. Probably noisy.
They look out of place.
Clutter the open scenery.
They need to be better
It has to be very windy and they’re big.

3. Do you think wind is a viable energy source?
The turbine farms are too remote.
Huh?
It should be, but how?
Yes, in some areas.
Yes, sailboats.
Only if it’s cheaper.
Only as a small percentage.

4. What do you want to know about wind energy?
How can it be used?
Can it be controlled safely?
What makes it?
How many turbines does it take to produce energy economically viable? Can they be used in small settings.
New sailboat sail designs.
Safety.
How it’s cost compares.

5. Would you use Wind Energy to power your home?
For cooling.
It blows leaves, yes.
Not directly.
Yes, if it were cost-effective & windy.
No. Cooling maybe.
Not directly like solar.
Not In My Back Yard!!!

6. Do you know how a wind turbine works?
Basic generator?
Has propellers.
Has to be in windy area.
It spins? . . . No, not specifically.
Like a big reverse propeller.
Makes electricity.
Like a propeller.

7. What types of turbines are you familiar with?
Big tall propellers in Texas.
The ones near Palm Springs.
Barns, windmills in fields, propellers out in the boonies.
Big Propellers and some other thing I saw at a boat show.
Big huge ones I’ve seen in pictures.
None, except the wind farm photos.

8. What would you have Wind Energy power?
Sail boats.
Kites, toys.
Water pumps, generators.
My refrigerator. Cow milking machines.
Boats. Big Ships. Cruise Ships.
A clock.
Something moving.

May 5: Class Review

Today our group participated in a group evaluation, which then led to a 'start/stop/continue' activity. We discussed the following:

1. Start
• Begin drawing what the exhibit will physically look like
• evaluate and delegate tasks to execute the model and design
2. Stop
• Stop researching new and different alternatives for an exhibit and focus on one idea
3. Continue
• Continue to set small goals each class to help refine the project
• Continue designing the exhibit

Another topic that our group discussed during class was questions for the front end evaluations. We wanted to focus on questions that addressed the interest of the public and whether they aligned with our exhibit goals. The main goal of the exhibit is to generate excitement and awareness of the potential benefits of wind energy. The questions we came up with are posted below this entry, but in summary they are meant to ask the public what their current knowledge is on the wind energy, if they are interested, and what are the areas they would like to learn more about. 

In response to those questions, we came up with two different options for the exhibit. One addresses a more practical and technical side of wind energy, while the other approaches the topic of wind energy and its effect on society. After we survey the public, and assess their responses, one of those two options will be chosen for further design. 

Survey Question

1. What do you know about wind power?
2. How do you feel about wind turbines? Some people would say they're unattractive. What is your opinion? Is it practical? What are any other concerns or issues?
3. Do you think wind is a viable energy source?
4. What do you want to know about wind power? Is there anything you wish you knew more about?
5. Would you use it to power your home?

Design issues:
1. Do you know how a wind turbine works?
2. What types of turbines are you familiar with?
3. Imagine if you are at an exhibit and it was powering something, what would you have it power? (ie. lights, sounds, movement)

4/29 Update

On Friday we reached our goal to committ to one exhibit idea. We decided on doing a wind garden where we would explore the different shapes of wind turbines and combine that with the idea of wind sculptures. The next goal that we have is to supplement the wind garden with something more interactive.. we haven't decided what to do yet though.