Fun with Fluids-Viscosity

Fun With Fluids: Viscosity
Section Number: 005
Team Number: 28
Names of Contributors:
Allie Ouillette
Mia Sheppard
Mikki Wood
Nolan Gold
Date of Submission:
December 10, 2015

1
Table Of Contents
Executive Summary 2
Timeline and Progress 4
Iterations 5
Team Contributions 7
Allie Ouillette 7
Mia Sheppard 7
Mikki Wood 8
Nolan Gold 8
Informed Designing 10
Allie Ouillette 10
Mia Sheppard 10
Mikki Wood 10
References 12
Appendices 15
Upcycling Milestone #1: Needfinding 15
Upcycling Milestone #2: Concept Generation 18
Upcycling Milestone #3: Concept Modeling 22
Upcycling Milestone #4: Pros & Cons Evaluation 27
Upcycling Milestone #5: Evaluation & Analysis 32
Upcycling Milestone #6: Value Proposition 42
Upcycling Milestone #7: Communication your Final Solution 46

2
Executive Summary
Mr. 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
filters, they will rank the speeds of each liquid; therefore, they find out how viscous one liquid is

3
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.

4
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.

5
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

6
thicker than water but thinner than syrup and oil so we figured that it would make its way
through the filter.

7
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

8
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

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and limitations of the solution. For the prototype, Nolan contributed by bringing syrup (for when
we were going to test syrup instead of milk) and plastic cups. For the presentation, Nolan made
the powerpoint along with Mia.

10
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: Needfinding
Team #:
______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: Includein-text citations and a reference listin APA format for all external sources you use. For additional
information,visithttps://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/problemstatement#1:
There needstobe an exhibitatImaginationStationthatismore user-friendlyforkidsoverage 6 than
the current exhibitsare.
Supporting evidence:
Some of the objectsinthe imaginationstationcouldbe consideredchokinghazardsto younger
childrenwhomaygo there. AccordingtoASTC science exhibitsshould“Identifychokinghazardsfor
childrenunder3years old.Use a no-choke testingtube,typically1.25incheswide and2.25 inches
long(3.18 cm x 5.7 cm)”. The imaginationstationalsoseemstohave some sharpcornerson its
tables,aswell assome chance of roomsbeingovercrowdedandaccidentshappeningthatway. ASTC
alsosays that science exhibitsshouldgetridof sharpcorners“Avoidsharpcornersor parts.Assess
materialsforsplinters.” While thesethingsmayseemtrivial,if the imaginationstationwantsto
increase the amountof people comingintheyneedtomake changes,asmore people comingin
increasesthe chancesof an incidenthappeningdue tosharpedgesora chokinghazard.
Stakeholdersinvolved:
The owner,the childrenplayingonthe exhibits,the parentsof the children,andthe workers.
There needtobe more appealingandinvitingareasandexhibitsbecause currentlythe exhibitsat
ImaginationStationare blandanduninviting.
A bookon a 21st centurylibrarymediaprogramstatesthatstudents“shouldwanttocome ..

16
[because] itisa place thatstudentscan findopportunitiestoplay,toexplore,andto learnfrom
books,magazines,andgames”(Harvey,n.d.).Thisstatementisareasonthatthe interiorof the house
needstobe brighterand more invitingtomake the clientsfeel welcomewhentheystepintoaroom.
In an article aboutimprovingmuseumsit states:“Creatingapositive experience involveseveryone in
the museum[orImaginationStation],fromthe marketingdepartmenttothe admissions,coatcheck
and securitystaffs,aswell asvolunteers,andgiftshopandrestaurantpersonnel”(Service toPeople,
n.d.),thisshowsthatnot onlydoesthe appearance of the imaginationstationneedstobe updated,
but alsoImaginationStationneedstobe a positive atmosphereeverymomentthatitisopen.Ina
Brain-BasedEalingLearningTheorybook,itstates: “Colorssuchasyellow,beige,andoff-white are
optimal colorsforlearning.Brightercolorslike red,orange,andbrightyellowtriggerenergyand
creativity,while usinggreensandbluescancreate feelingsof calmandtranquility.Usingthe colorred
to write a listcan sparkcreativitywhenbrainstorming”(Kuria,2010).Withthe colors stateditwill be
easiertomake ImaginationStationmore invitingandresponsivetocreativityratherthanblandand
unappealing.
The ownerof ImaginationStation,the childrenattending,the parentsof the children,the employees,
and anyother clients.
Need/problemstatement#3: The newexhibithastobe easyto cleanforstaff (andnot too messyfor
kids) andsafe for kidsof all ages.
Supporting evidence:Itisimportanttokeepthe museumcleanandsafe because itwill preserve the
buildingandexhibits,anditwill appeal tothe adultswhowill thenchoose tobringtheirkidsback
(Visit,n.d.).Tomake the museumsafe forkidsof all ages,kindof “childproof”the place byavoiding
sharp objects,chokinghazards,trippinghazards,longcords,andany otherthingsthatcommonsense
can tell youisunsafe forchildren(Krafft&White,2014). Currently,ImaginationStationdoesn’tseem
completelyuptoparon thisbecause there are crowdedrooms,small partslike the tire chips,etc.
Thiswill be veryimportantforthe renovatingprocessbecause there couldbe construction
equipment,nails,sawdust,etc.layingaround.The exhibitsshouldbe inspectedbyatleast2 qualified
people toensure the safetyandcleanliness(Krafft&White,2014).
Stakeholdersinvolved:ChildrenvisitingImaginationStation,parentstakingtheirkidstoImagination
Station,ownerof ImaginationStation,employeesof ImaginationStation,all visitorstoImagination
Station
The newexhibitneedstobe interactive forkidsandtheirparentssothattheyhave funand can learn
thingswithhands-onexperiences.

17
Currentlythe imaginationstationisn’tveryinteractive rightnow andasa team, we feel thatby
makingitmore engagingforchildrenandtheirparents,more people will wanttocome come back
time andtime again.Accordingto $$$$, whensomethingis interactive inamuseumitis“hands-on”
and “mind-on”.Byhandsontheymeanhow the childrenare able toactuallyfeel andexperience
whattheyare creating(Adams& Moussouri,2002). Mind-onismeantto meanthat while doingthe
hands-onpartof the activity,the children are usingdifferentpartsof your brainto furthertheir
knowledge andexperience (Adams&Moussouri,2002).
Childrengoingtothe ImaginationStation,the parentsof the children,the owner,andthe people
workinginthe ImaginationStation.
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, January5). KeepingVisitorsSafe AroundExhibits - Associationof Science
- TechnologyCenters.RetrievedNovember5,2015, fromhttp://www.astc.org/astc-
dimensions/keeping-visitors-safe-around-exhibits/
Harvey,C. (n.d.).The 21st CenturyElementaryLibraryMediaProgram.RetrievedNovember8,2015,
from
https://books.google.com/books/about/The_21st_Century_Elementary_Library_Medi.html?id=3zigO
8TS1usC
Service toPeople:ChallengesandRewards.(n.d.).RetrievedNovember8,2015, 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
http://media.vam.ac.uk/media/documents/legacy_documents/file_upload/5748_file.pdf

18
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 Generation
Team #: ____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 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

19
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.
10
Water 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.
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.

20
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.
17
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).
18
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.
19
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.
20
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.
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

21
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.
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
ncept Generation Strategies:
Brainstorming (without judgment & evaluation).
Explore prior art (e.g., existing solutions, patents).
Ask experts or frequent users.
Observing nature (bio-mimicry).
Looking at it differently.

22
Upcycling Milestone #3: Concept Modeling
Team #: _____28______ Save this file with the file name Milestone3_<teamnum>.docx.
Problem Statement: In the space below, write the problem statement you have selected.
children.
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 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 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.

23
Solution idea #2 (image and explanation): 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. 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.

24
Solution idea #3 (image and explanation): 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. 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.

25
Solution idea #4 (image and explanation): Oobleck making and play
A 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.

26
Solution idea #5 (image and explanation):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. 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.

27
Solution idea #6 (image and explanation):Light Prisms Exhibit
An 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.

28
Solution idea #7 (image and explanation): Water Filter Exhibit
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.

29
No references were used during this milestone.
Nolan Gold Solution idea #5 and 6
Mia Sheppard Solution idea #7 and 8 and Revisions
Allie Ouillette Solution idea #3 and 4
Mikki Wood Solution idea #1 and 2

30
Upcycling Milestone #4: Pros & Cons Evaluation
Team #: ______28_____ Save this file with the file name Milestone4_<teamnum>.docx.
Problem Statement: In the space below, write your problem statement.
children.
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.
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 Cons
1 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
-Teaches children about
medical machinery
-Reuses a lamp and the
original Vet Clinic tabletop
already at Imagination
Station
-Teaches children
-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

31
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.
comparing and contrasting
skills
-Safe and interactive for
children of all ages
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 would be an
interactive computer touch
screen that will allow the
children to answer the
questions. Questions will
range from multiplication,
addition,
-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 systemto
show that learning is fun
-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
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
-fun for kids
-good for all ages
-messy for kids and for
employees to clean up

32
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.
-hands-on
-inexpensive
-safe in case kids eat it
-the museum does not
have it yet
-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.
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
-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

33
will be allowed to take them
home. This will be held in a
safe and clean room
accompanied with staff to
help the kids.
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.
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

34
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
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 & Analysis

35
Problem Statement: In the space below, write your problem statement.
children.
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?
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:
ECONOMICALLYVIABLE
• 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 Viability
Estimate Costto 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 Product #2: Oobleck Product #3: Water

36
and Sound Filter
Cost of components
($/unitof measure)
1. Single
Speaker- $49.99
2. RubberHose-
$21.99/50 ft
3. 24fps
Camera- $99.88
4. Single Laptop-
$90.29
1. Cornstarch-
$21.99/50 lbbag
2. Water- free
3. ClearPlastic
Bowls-
$59.99/case (600
bowls)
4. Food
Coloring-
$3.48/4ct box
5. Chemistry
ReactionPoster-
$1.00/download
6. Paperfor
Poster-
$7.99/ream (500
sheets)
7. Homemade
PosteraboutNon-
NewtonianFluids-
upcycled
8. PosterFrame-
$10.99/frame
1. Two-LiterPop
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
[upcycled]
5. Table (30"W x
48"L x 22-30"H)-
$71.95
6. Chairs (14”)-
$20.75
Amountyouwill use
(unitof measure/unitof
product)
1. 1 Speaker
2. 3ft/50ft
3. 1 Camera
4. 1 Laptop
1. Cornstarch- 1
oz (3 tbsp)/50lbs
2. Water- 2 oz
(6 tbsp)
3. ClearPlastic
Bowl- 1 bowl/600
bowls
4. Foodcoloring-
3 drops(.005 fl.
oz)/1bottle (.25
fl.oz)
5. Chemistry
ReactionPoster- 1
download
6. Paperfor
Poster- 4
sheets/500sheets
7. Homemade
PosteraboutNon-
NewtonianFluids-
1 poster
8. PosterFrame-
2 frames
1. Two-Liter
Popbottle-8
2. Sand Bag-1
3. Bag of
Charcoal-1
4. Bag of Gravel-
1
5. Tables-2
6. Chairs-8

37
Cost of componentsper
productunit(i.e.multiply
top twoboxes).($/unitof
product)
1. $49.99
2. $1.32
3. $99.88
4. $90.29
1. $0.03/1 oz
2. free
3. $0.10/1 bowl
4. $0.02/3 drops
5. $1.00/1
download
6. $0.06/4
sheets
7. upcycled
8. $21.98/2
frames
1. $11.12
2. $2.80
3. $12.34
4. $19.00
5. $143.90
6. $166.00
Total: $241.48 $23.19 (forone
batch of oobleck)
$355.16 (foreight
filtersandwork
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_campai
gn=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

38
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_i
d=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
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=Cj0KEQiAj8uyBRDawI3XhYqOy4gBEiQAl8BJbRi0ZukKRplkud6CbbR08Eo1uQfN

39
e1lvMOdFnVeRnlMaAmMH8P8HAQ&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
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 Feasibility
Test ifthe ProductWill Workas 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 youtestor
evaluate yourprototypes
for technical feasibility?
What evidence/data
will youcollectto
show that youmet the
criterion?
How will youanalyze the
evidence/datacollected
to clearlychoose the
mosttechnicallyfeasible
option?
Product #1: Water
and Sound
Will have totest partsto
workfirst. Checkingthat
the laptopcan play 24hz
tone software,checkthat
the speakercan play24hz
tone,andmakingsure
waterruns throughthe
tube. Once all parts run
we will have totestthe
Withour prototype as
an estimation,we will
findthe exactsize that
the exhibitwilltake
allowingustoknow if
the exhibitwillbe too
large to be fitintothe
500 square feetgiven.
As provenabove,the
We will compare the cost
of thisexhibittothe other
three that we have and
decide if thiscostistoo
large incomparisonto the
othertwo potential
exhibit.We willalso
decide if the size of the
exhibitisacceptable

40
prototype tomake sure
we can see the water
flowingthroughthe
camera.
cost of the exhibitisat
approximately240
dollarswhichiswell
under1000 dollars
allowingusto
purchase a better
computer. We will
alsocreate the info
that will be givento
the kidsaboutthe
exhibit.
(beingunderanareaof
500 square feetandeasy
to move,carry,and
assemble),andif itistoo
bigand ambitious. A
combinationof costand
size will helpus
determine if thisexhibitis
viable atall.
Product #2:
Oobleck
We will have tomake the
ooblecktosee howeasy
it isfor kidstomake.We
thencan give itto kidsto
try out andsee howthey
react to it.The posters
withthe scientific
informationcanbe
shownto kids,aswell,to
see theirreactions.
We will have to
actuallymake the
ooblecktosee how
much isneededfor
one kid-sizedbatch.
Due to havingto
calculate the price for
multiple batchesof
oobleckandthe
ongoingrestocking
that wouldbe
necessarythere isno
economicviabilityin
thisexhibit.We will
alsohave to lookat
the ingredientsto
make sure theyare
safe (meaningthatif
the oobleckisingested
it will notcause
problemswiththe
child) incase little kids
consume them.
Throughresearch
online withexhibits
similartothis,we can
findif thisOobleck
exhibitwill be
desirable forchildren
betweenthe ages6
and 12.
We will take into
considerationthe price,
the size,the safety,the
educational aspect,the
appeal,andthe
sustainabilityof each
solution.The acceptable
valuesof these criteria
include:the price being
under$1000, the size
beingunderanarea of
500 square feet,the
safetyincludingall
materialsbeinghealthy
for children,the
educational aspect
includinghands-onSTEM
ideas,andthe appeal of
the exhibitmustbe
colorful andenticingto
children.Then,we will
compare all the solutions
and choose the one with
the bestoptioninthe
majorityof those
criterion.
Product #3: Water
Filter
To testthisideawe will
have to firsttry out the
activitythatthe kidswill
be doing,to see how hard
or easyit isto complete.
Thendependingonif we
To show that this
exhibitmeetsthe
criteriathat wasgiven
to us,we proved
above that the cost of
the exhibitwaswell
To decide whichoptionis
the best,we will lookat
the cost (under1000
dollars),educational
value of the exhibit(does
it include STEM

41
feel thatthe exhibitisnot
too difficult, we will sit
downthree childrenof
variousages(5,8 & 11) to
see if these age groups
are entertainedbythe
exhibitandcancomplete
the exhibitinatimely
manner.
underthe 1000 dollar
budgetat $355.16,
whichallows forextra
room to restockthese
materials,if needed.
We can alsosee if this
exhibit,the waythatit
has beensetupin the
prototype drawing,is
spatiallyreasonable to
the size of the room
that wasgivento usto
use at the Imagination
Station,thissize is500
square feet.We
believethatthere will
be no problemfitting
these filtersinthere
since theyare in two-
literpopbottlesand
there will onlybe
three outat one time.
learning?),safety(are all
the materialssafe for
childrentobe around),
longevity(how oftenwill
new materialsneedtobe
supplied),interaction
level (how desirable the
exhibitistothe children),
and visible appeal of all of
the exhibits.Fromthere
we will create a weighted
decisionmakertodecide
whichisthe bestoption.
Part 3: Design Criteria - Sustainability
Cradle-to-CradleLifeCycleAssessment(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 industry
7. 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).

42
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 $1 million. The EIO-LCA model estimates the
materials and energy resources required for activities in the economy for manufacturing
and production rather than physical quantities. This model will only provide meaningful
results for quantities in the millions. This estimate is NOT for a single unit.
B. Record the total energy in J/$ 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.
Product #1: Water and Sound
Energy(J/$) Speaker--2.78X10^-6 J/$
RubberHose--1.44X 10^-5 J/$
24fps Camera--2.78X 10^-6 J/$
Laptop--4.28 X 10^-6 J/$
Greenhouse Gas(t
CO2e/$)
Speaker--0.00019tCO2e/$
RubberHose--0.000844 tCO2e/$
24fps Camera--0.00019 tCO2e/$
Laptop--0.000284 tCO2e/$
WeightedComponents
(if applicable)
Laptop
Camera
Speaker
Sustainable Ranking
comparedto other
designsolutionsand
benchmarks
The worst sustainable rankingoutof all three products/exhibits.
Benchmarks:
Sustainability-- the low energyandgreenhouse gas savingsdue toupcycling
these materialsshow thathaslow sustainability
EconomicViability-- itisveryhighdue tothe technological advancements
that have beendone inthe lastfew decadesandthe costs forthe
equipmenthave lowereddue tothis
Technical Feasibility-- low due tothe costand the hightech equipment

43
neededtoviewthe watermovingbysound
Sources(APA style) N/A
Improvement
Suggestions
1) Use lesstechnologicallyadvancedmaterialsforthe exhibitbyhavinga
lesstechnologicallyadvancedcomputer,camera,andspeaker.
2) Researchdifferentwaystodothisexhibitthatuse differentmaterials
that do notinvolve acamera,laptop,andspeaker.
3) Findif usinganoldcamera that wouldbe cheaperandconsidered
upcyclingwouldbe possible fromwebsiteslike ebayandamazon.
Product #2: Oobleck
Energy(J/$) ClearPlasticBowls--4.2X10^-5 J/$
Non-NewtonianFluids--1.47X10^-5 J/$
PosterFrame--5.30X 10^-6 J/$
Greenhouse Gas(t
CO2e/$)
ClearPlasticBowls--0.00251tCO2e/$
Non-NewtonianFluids--0.00228 tCO2e/$
PosterFrame--0.000323 tCO2e/$
WeightedComponents
(if applicable)
Cornstarch
ChemistryReactionPoster
Sustainable Ranking
comparedto other
designsolutionsand
benchmarks
The middle sustainable rankingoutof the three products/exhibits.
Benchmarking:
Sustainability-- the energyandgreenhouse gasessavedbythese materials
beingupcycledare ina mediumrange comparedtothe otherexhibits.This
causesfor a decentsustainabilitytohappen.
EconomicViability-- The economicviabilityforthisexhibitislow due tothe
repurchasingof materialsthroughoutthe exhibit’sexistence.
Technical Feasibility-- thisishighdue tothe easyconstructionof the
Oobleckblocks
Improvement
Suggestions
1) Needtouse more materialsthatare upcycled,suchas: an oldposter
frame,andbowls.
2) Afterthe Oobleckshave beenbrokendown,use materialsthatatthat
stage theycan be reconstructedformore Oobleckcreations.
3) Use oldpostersfromlocal schoolsfor the chemistrypostersneeded.
Product #3: Water Filter
Energy(J/$) Two-LiterPopBottle--2.37X10^-5 J/$
Bag of Sand--2.16X10^-5 J/$
Bag of Gravel--2.16X 10^-5 J/$
Bag of Charcoal--1.54X 10^-5 J/$
Greenhouse Gas(t
CO2e/$)
Two-LIterPop Bottle--0.00139 tCO2e/$
Bag of Sand--0.00149 tCO2e/$
Bag of Gravel--0.00149 tCO2e/$
Bag of Charcoal--0.00424 tCO2e/$

44
WeightedComponents
(if applicable)
Two-LiterPopBottle
Sand
Gravel
Charcoal
Tables
Chairs
Sustainable Ranking
comparedto other
design solutionsand
benchmarks
The bestsustainable rankingoutof all three products/exhibits.
Benchmarking:
Sustainability-- thisishighdue tothe higherenergyandgreenhouse gases
savingsincomparisontothe other twoexhibits.
EconomicViability-- the economicviabilityof thisexhibitislow due tothe
repurchasingof materialsthroughoutthe durationof the exhibit.
Technical Feasibility-- thisishighdue tothe easyconstructionof the
homemade filters
Improvement
Suggestions
1) Use othermaterialsthatare more upcyclable tomake the filter,suchas
coal andgravel.
2) Create differentwaystomake the filterinsteadof usingthe same
materialsall the time,suchasfine sand,coffee filters,pebbles,anddirt.
3) Change the designof the filterbyusingadifferentcontainertomake the
filter,suchasa smallerbottle,asquare container,oraflowerpot.
Part 4: Individual Contributions
Individually, each teammember 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

45
Note: Includein-text citations and a reference listin APA format for all external sources you use. For
additional information,visit https://owl.english.purdue.edu/owl/resource/560/01/.
ProblemStatement:In the space below,write yourproblemstatement.
Design an exhibit for Imagination Station that is appealing, uses upcycling, STEM, and
safe for children.
1. Questions:To prepare to write yourvalue proposition,answerthe questionsbelow.
A. Identifythe following:
Client Stakeholders End user
ImaginationStationDirector
Childrenages12 and under
Parents
Employees
Educators
Society
Childrenages12 and under
Parentsto children
ImaginationStation
Children
B. What is yourproduct or service?
Our productis an exhibittobe implementedatImaginationStationinWestLafayette,IN that
containsupcycledmaterials.The exhibitentailschildren pouringone cupof a liquidthrough
designatedfiltersandtiminghowfastthe liquidsfiltersthroughthe filter.The materialsusedto
make the home-made filterswill include:half of anemptytwo-literbottle,sand,coal,gravel,
cheesecloth,andrubberbands.Three filterswill be made andattachedtoa wall.The exhibitwill
teachchildrenhowto understandthe viscosityof differentliquidsbyhavingthemtime the
liquidsprovidedastheyare filtered.Aftertheyare done timingeachliquidbeingpouredthrough
the filters,theywillrankthe speedsof eachliquid;therefore,theyfindouthow viscousone
liquidiscomparedtoanother.The liquidsthatare beingusedinthisexhibitinclude:water,
vegetable oil,andmilk.
C. What is the benefitof usingit?
The benefitof usingthisexhibitbyimplementingitintoImaginationStationisacreative wayfor

46
childrentounderstandhowwatermovesthroughdifferentmaterials.Also,itwill helpthem
understandhowtofilterliquids.ThisisbasicSTEMknowledge thatisbasedinthe science and
technologyextensionof STEMdue to seeinghow filtersworkandcomingtoconclusionsabout
viscosity.Also,anotherbenefitisthatchildrenlearnscientificmeaningsata youngage byhands-
on experimentingandengagingchildrentolearnbyenjoyingeducation--”Bythe time students
reach the middle years,the processof learningischangingfromcuriosity,engagement,and
handson explorationtoone of sittingstill,listening,andwriting.Asthischange happens,a
student’senthusiasmforschool andlearningdropsoff rapidly”(U-TurnArticle).AtImagination
Station,we are tryingto do the opposite by helpingimprove students’of all agesenthusiasmfor
learning.
D. What makesyour offeringunique and different?
The exhibitisunique anddifferentbecause there isnothinglikeitatImaginationStation
currently.Also,we wentfurtherthanjusta plainbiofilterandincludedthe testingof viscosity
withit.Kidsprobablydonot knowwhatit meansfor somethingtohave viscosity,andthis
exhibitallowsthemtolearnitat an earlyage while havingfunandbeinginteractive withthe
exhibit.
2. Value Proposition:As directedbyyourinstructor,create value propositions(shouldinclude a
clearheadline,some informationaboutwhatmakesitunique,keybenefitsof how itaddressesthe
need,anda relevantimage) forthe specifiedaudience(s).
Audience for value proposition: End User
Have you ever wonderedwhy certainliquids move faster thanothers?
Make a filterwiththe givensand,cottonballs,whiterice,andatwo-literpopbottle.

47
Time howfast eachliquidgoesthroughthe filteryoumade.
Didyou notice howittook longerforsome liquidstobe filtered?
That meansthat theyhave a largerviscositythanthe liquidsthatmovedfasterthroughthe
filter!
How else doyouthinkyouprove howviscousa liquidis?
Audience for value proposition: Client
Science experiments are hands-onSTEM learning.
Withthe helpof three homemade filters, childrencanlearnwhatviscosityis!
Thisis a highlevel sciencetermthattargetsolderstudents,butthe hands-onlearningtargetsa
large range of students,butmainlychildrenages 6-12.
The materialsusedinclude sand,rocks,charcoal,cheesecloth,andatwo-literpopbottle.Allof
these materialscanbe foundaroundthe house andbe repurposedtocreate these homemade
filters!
It’s as easy as watching an hourglass pour!

48
3. List referencesinAPA format.
(n.d.).RetrievedNovember24,2015, from https://www.pinterest.com/jpgilman/super-science/
U-Turn Teaching.(n.d.).RetrievedNovember24,2015, from
https://us.sagepub.com/sites/default/files/upm-binaries/50263_Allen_U_Turn_Teaching__CH1.pdf
Viscosity.(n.d.).RetrievedNovember24,2015, from http://www.merriam-
webster.com/dictionary/viscosity
Water PurificationScience Projectvideo.(n.d.).RetrievedNovember24,2015, from
4. Individual Contributions. Individually,eachteammembershoulddescribe his/herownspecific
contributionstothismilestone (theworkabove).
Team membername Team member’scontributionto Milestone #6
Mikki Wood 1. A, B, C, D ; 2 ; 3 ; revisions
Mia Sheppard revisions
Nolan Gold N/A
Allie Ouillette revisions

49
Upcycling Milestone #7: Communication your Final Solution
Note: Includein-text citations and a reference listin APA format for all external sources you use. For
additional information,visit https://owl.english.purdue.edu/owl/resource/560/01/.
ProblemStatement:In the space below,write yourproblemstatement.
Design an exhibit for Imagination Station that is appealing, uses upcycling, STEM, and
safe for children.
1. Presenta detailedsolution: Provide adetailedsketchanddescriptionof yourproductandhow
it meetsthe needsof yourclientinthe space below.

50
Visual
Detailed description of product and how it meetsneed of client.
Our productis an exhibittobe implementedatImaginationStationinWestLafayette,IN that
containsupcycledmaterials.The exhibitentailschildrenpouringone cupof a liquidthrough
designatedfiltersandtiminghowfastthe liquidsfiltersthroughthe filter.The materialsusedto
make the home-made filterswill include:half of anemptytwo-literbottle,sand,coal,gravel,
cheesecloth,andrubberbands.Three filterswill be made andattachedtoa wall.The exhibitwill
teachchildrenhowto understandthe viscosityof differentliquidsbyhavingthemtime the
liquidsprovidedastheyare filtered.Aftertheyare done timingeachliquidbeingpouredthrough
the filters,theywillrankthe speedsof eachliquid;therefore,theyfindouthow viscousone
liquidiscomparedtoanother.The liquidsthatare beingusedinthisexhibitinclude:water,
vegetable oil,andmilk.Eachfilterwillbe designatedtoaspecificliquid.Inorderfora cleanand
safe exhibit, the liquidswill be storedinupcycledsoapdispensersonthe wall above eachfilter
so childrencaneasilydispense someliquidintothe filter.There will be acontainerundereach
filtertocatch the filteredliquidsastheypassthroughthe cheesecloth atthe bottomof the pop
bottle.The benefitof usingthisexhibitbyimplementingitintoImaginationStationisacreative
wayfor childrentounderstandhowliquidsmove throughdifferentmaterials.Also,itwillhelp
themunderstandhowtofilterliquids.ThisisbasicSTEMknowledge thatisbasedinthe science
and technologyextensionof STEMdue to experimentingtocompare datatheyhave found.This
will alsohelpchildrenlearntrial anderrorskillsbecause if theydonottime the liquidscorrectly,
or add too muchliquidintothe filteratone time the resultswillnotbe accurate.Also,another

51
benefitisthatchildrenlearnscientificmeaningsatayoungage by handson creationsand
experimentsandengage themtolearnbyenjoyingeducation--”Bythe time studentsreachthe
middle years,the processof learningischangingfromcuriosity,engagement,andhandson
explorationtoone of sittingstill,listening,andwriting.Asthischange happens,astudent’s
enthusiasmforschool andlearningdropsoff rapidly”(U-TurnArticle).AtImaginationStation,we
are tryingto dothe opposite by helpingimprove studentsof all agesenthusiasmforlearning.
The aspectsof the exhibitthatmake itunique anddifferentare thatwe are allowingthe children
to learnhowto experimentonabasic beginnerlevel,we will provide aminimumof three liquids
for the childrentotry filteringinthe exhibittogive themabroad spectrumtocompare the
speedandviscosityof the liquidsastheyare filtered,andthe exhibitispurelyatrial and error
situationtolearnhowto experimentaccuratelyandcorrectly.ThisexhibitforImagination
Stationmeetsthe needof the clientbecause we are usingupcycledmaterials:popbottles,coal,
sand,and usedtablesandchairs.Also,itmeetsthe STEMcriteriabecause itallowsfora deeper
meaningof science termsbyshowingthe childrenwhatviscosityisbyhandsonlearning.Lastly,
the Filterexhibitallowschildrentolearnthe trial anderror aspectof experimentation.
2. Provide a detailedimplementationplanfor how you will execute the installationand use your
product at imaginationstation.
For thisexhibitwe willuse the prototype thatwasdrawninmilestone5to start off the designof the
installationof the exhibit.We will needtobuildeachof the filtersbefore openingthe exhibit.The filters
will be made of half of an emptytwo-literbottle,sand,coal,gravel,cheesecloth,andrubberbands.The
two-literwill needtobe placedupside downandwe will use the endof the bottle thathasthe spin-off
top.The cheeseclothwill be placedonthe topandwill be securedbythe rubberbandinorder to make
sure that the materialswill notfall outof the bottomof the filter.The materialswill be placedinthe
bottle asfollows(bottomtotop):coal,sand,gravel.Inthe exhibitthe filterwill be attachedtothe wall
but forthe presentationwe willcreate anapparatusthat will holdthe filter.Forthe exhibit,childrenwill
walkup to the filtersandstarta timerastheyadd some of each liquidtoeachfilter.
3. Identifythe innovative attributes and limitationsof the selectedsolution.
The exhibitisinnovative since itteacheskidswhatviscosityisandhow itchangesthe propertiesof a
liquid. The exhibitwouldbe teachinguseful informationandnotjustirrelevantinfoaboutrandom
topics. The knowledge gainedfromworkingwiththe exhibitcanbe expandeduponandusedinthe
future. Limitationswouldbe the needtomake new filtersconstantly,filterspossiblynotworking
accuratelyor made poorly,andneedtomaintaina supplyof viscousliquidinordertoallow the exhibit
to work.
4. Explain,using data, how your solutionsuccessfullymeetsthe definedneedwithoutcreating
new problems.

52
Our solutionsuccessfullymeetsthe needof creatinganew exhibitthatisfun,interactive,and
educational forkids,anditdoessowithoutcausingnew problemsthatthe owneristryingtoavoid. In
milestone5,we had a price estimate forthisexhibitof $355.16. Thiswas before we changedthe
purpose of the exhibitfromjustfilteringtotestingviscosity,butthe costshouldstill be aroundthator
cheaper. Thisdoesnotcreate a problembecause itmeetsthe criteriaof beingunder$1000. By
standinginthe studyroom inthe basementof Earhart Hall,we alsofiguredthatthe exhibitreallydoes
not have to be any largerthanabout 30 square feettoaccount for viewingspace. Thisdoesnotcreate a
problembecause there will notbe aspace issue since the exhibitwouldbe well below the 500-square-
footlimit.
5. Explainhow your solutionmeetsthe designcriteria (e.g.,technicallyfeasible,desirable,
economicallyviable,and sustainable).
The designcriteriaforthe solutionare thatitmust 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.
6. List referencesinAPA format.
(n.d.).RetrievedNovember24,2015, from https://www.pinterest.com/jpgilman/super-science/
U-Turn Teaching.(n.d.).RetrievedNovember24,2015, from
https://us.sagepub.com/sites/default/files/upm-binaries/50263_Allen_U_Turn_Teaching__CH1.pdf
Viscosity.(n.d.).RetrievedNovember24,2015, from http://www.merriam-
webster.com/dictionary/viscosity
Water PurificationScience Projectvideo.(n.d.).RetrievedNovember24,2015, from

53
7. Individual Contributions. Individually,eachteammembershoulddescribe his/herownspecific
contributionstothismilestone (theworkabove).
Team membername Team member’scontributionto Milestone #7
Allie Ouillette #5, #1, #4, and revisions
Mikki Wood #1, #6
Mia Sheppard #2
Nolan Gold #3

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