Powell presents research at UBICOMP 2007 Workshop in Innsbruck, Austria

Mikael Powell an American university professor presented research at the Transitive Materials workshop of the 9th International Conference on Ubiquitous Computing (UbiComp 2007), held in Innsbruck, Austria, in September 2007. Mr. Powell co-authored "SMA Variables: Directing Kinesis", which is documentation of the research performed with Dido Tsigaridi at the Harvard Graduate School of Design in fulfillment of their graduate degree requirements. The research examines the variables inherent in Nickel/Titanium shape-changing phenomenon and suggests a new method of experimenting with shape memory alloys (SMA) to direct kinesis. This method widens the range of potential interactive applications beyond the traditional “on-off” state. The resulting flexibility permits personalization throughout the course of the transformation, enhancing the use of the material as infrastructure for designed spaces or for interface for pervasive computer systems or mechanical devices.

The workshop, Transitive Materials: Towards an
Integrated Approach to Material Technology, is founded on the thesis that “The domains of architecture, product design, fashion and
ubiquitous computing are rapidly converging. Shape-changing
polymers, parametric design, e-textiles, sensor networks, and
intelligent interfaces are now positioned to provide the
underpinnings of truly ubiquitous interactivity. Seamless and
effective integration will determine our ability to create more
meaningful environments that respond to our personal activities
and social needs”. Indeed, the Ubicmp 2007 conference is an international forum in which to present research in all areas relating to pervasive computing technologies from a wide variety of disciplines and geographic areas.
Mr. Powell, a registered architect and registered interior designer, joined the faculty in Fall 2007 after graduating with distinction from the Harvard Graduate School of Design and a career as a design professional for over 25 years. The following is an excerpt from the paper:

Directing Kinesis
Received: June 15, 2007 / Accepted: July 3, 2007
Abstract This paper examines the variables inherent in the
shape-changing phenomenon and suggests a new method of
experimenting with shape memory alloys (SMA) to direct
kinesis. This method widens the range of potential interactive
applications beyond the traditional “on-off” state. The resulting
flexibility permits personalization throughout the course of the
transformation, enhancing the use of the material as
infrastructure or for interface for pervasive computer systems
or mechanical devices.
Keywords Shape Memory Alloy (SMA) · directed kinesis ·
localized heating · transitive material · ubiquitous interaction ·
personalization · transformation
1 Introduction
Since the early 1930’s researchers have observed an unusual
temperature activated shape-changing phenomenon in various
alloys. While the effect seemed hopeful to provide physical
movement for machinery, the metals themselves proved
problematic for mass application. Early alloys were either too
expensive or too toxic. Modern researchers continue to test
alloys in regards to their efficacy and unique transformation
characteristics. Our particular interest is not in the metallurgy,
but rather, the variables inherent in the shape-changing
phenomenon that allow for variations in the transformation
trajectory of the material and enhance the designer’s palette.
Indeed, the ubiquitous nature of electronic computing suggests
an interconnectivity that is both flexible and personal, having
evolved from a central mainframe where users had to go to it,
through the onset of personal desk computers, to pervasive
technologies. Building upon the metaphor of ubiquitous
interactivity, as expressed through materiality, we regard a
shape memory alloy (SMA) as a transitive material, an
adequate tool to reflect current technologies. We will therefore
review the material used in our research, test the variables,
suggest new exploration which enhances personalization and
integration, and offer concluding remarks.
2 Related Work
Many artists and scientists have experimented with shape
memory alloys and claimed fascination by their potential to
merge the sensual, architectural and corporal worlds.
Etienne Krähenbühl's ‘Onibaba’, a field of waving reeds
fabricated of shape memory alloys, and the ‘Christmas dream’,
which is arms powered by a shape memory mechanism that
periodically deploy and stretch a ribbon heavenward,
exemplify the use of SMA’s as actuators and levers [1]. As
part of a component, the shape memory wire is stressed to
simulate muscular movement. Comparable to these are the use
of SMAs in contemporary projects, such as the nickel-titanium
alloy (NiTinol) spring skeleton that heats the liquid crystalline
elastomer (LCE) in Simon Biggs’s prototypes [2].
On the other hand, Jean-Marc Philippe’s “Hermaphrodite”,
“The Totem of the Future” and “L’Arbre de la Nouvelle
Alliance” seem to be the first art concepts that pay attention to
the full transformational process of the alloys installing SMA
as the feature, as opposed to the actuator of the piece [3]. That
is also evident in the function of the kinetic flower on the
“Kukkia” garment or the kinetic hemline in the “Vilkas” dress
developed by the Extra-Soft lab [4]. Nevertheless, they still
depend on uniform heating to achieve the desired
transformation.
Indeed, while much scientific research has been conducted on
the overall effects of generally heated and fully actuated
SMA’s, instances of experimentation on locally heated
applications for the enhancement of the trajectory geometry
has been sparse. R. S. Dennis developed a laser to locally heat

a NiTi SMA wire to compositionally change areas of the wire
to vary transition temperature along the length, allowing for
regions of SMA effects or no SMA effects [5]. However, his
work focuses on the elastic qualities of the phenomenon as
does much of the locally heated experimentation. Also,
“localized heating and cooling of a Shape Memory material
can provide a very effective means of damping vibrational
energy” as found by Kloucek, Reynolds and Seidman in their
research on NiTi Shape Memory wires [6]. There remains a
dearth of selectively heated trajectory exploration.
The method of experimentation that we employ adds
specificity to the heat application. In doing so, each shape of
SMA is activated sequentially resulting in a speed and
trajectory that can be ‘coded’, as you will, to predetermined
personalized patterns. This evolution of the phenomenon is
analogous to the departure from analog computing to
integrated variations of data. The following experimentation
considers SMA’s as transitive materials, capable of reflecting
the multifarious character of ubiquitous computing.
3 Materials
Shape memory alloys are materials whose microstructure
changes with an input of thermal energy. Although the
phenomenological result may suggest that shape memory
materials are energy-exchanging, they are actually phasechanging
[7]. Heat enables an alteration of the material’s
microstructure through a crystalline phase change.
The material we used for our experimentation is NiTi (Nickel
and Titanium alloy). NiTi can be temperature-activated by
direct heat or through resistance to electrical current [8]. For
our experimentation, two different shape memory alloy forms
were used. They are bar shape and NiTinol wire of circular
cross section. Their specifications are as follows:
a. Bar Shape #SMA-5A, 0.023” x 0.074” x 5”, by Johnson
Mathey Company.
b. HS-6 Nitinol Memory Wire, 0.0297” diameter, by
Educational Innovations Inc.
Both are Nickel-Titanium Alloys with a transition temperature
between 30°C and 50°C.
3.1 Variables
In our bibliographical research and experimentation with the
shape memory alloy, we identified different variables that
influence the phenomenological effects of ‘memory’ and
‘movement’. In our analysis, we define memory as the ability
to return to the austenitic phase. Movement is expressed by the
path of trajectory.
The following functions summarize the interconnectedness of
the variables, as learned through bibliographical research and
initial experimentation (see Table 1).
More specifically:
a. Temperature enables the shape transformation.
b. Temperature influences the velocity of the transformation (it
is a non- linear function).
c. The wire diameter is inversely proportional to the minimum
bend radius and the force released [9].
d. The duration of heat application affects reaction speed and
fatigue.
e. Re-set ability is dependant on an external or counterbalanced
force.
We selected to focus on speed and trajectory for our
examination. In doing so, we introduced selective zone heating
as a method of analysis and experimentation.
Table 1 Primary functions
4 Selective zone heating
Many manufacturers of shape memory wires propose
activating the material with general heating, either by
submersion in hot liquid or buffeting with hot air. They direct
that the wire should be uniformly heated for maximum effect.
The experiments presented in this paper inform us that by
heating particular zones of the wire, different effects are
exhibited. These allow further design flexibility.
4.1 Observation
Velocity is highly influenced by the point of heat application.
We noticed that when a looped NiTi wire was heated close to
the deformation, it immediately returned to the straight
position. When heat was applied farther from the bend, it took
much longer to return to the austenite state (see Fig. 1).
[Fig. 1 Velocity as a function of local resistive heat application.
We surmise that the lengthened period is related to the time
needed for the “critical curve” to fully reach the temperature
Shape = f (T)
Velocity = f (T) and Velocity = f (Hd)
Bend Radius = f (Wd)
Fatigue = f (Hd)
Force = f (Wd)
T: temperature, Hd: Heat application duration, Wd: Wire diameter]

required for activation. NiTi is a relatively poor conductive
material. In regards to resistive heating, the current (which
changes with the length and cross-section of the Nitinol wire)
controls the temperature required to fully attain the Af state.
Rather than consider this a material deficiency, we chose to
highlight its design potential. This was the catalyst for defining
the “critical curves” of shape memory wires and proceeding to
experimentation to explore the trajectory of a wire as it
progresses from shape ‘A’ to shape ‘B’ while selectively
heated.
4.2 Definition
We define a “critical curve” as the area of the material where
more stress is exerted. Usually this occurs at the deformed
curve in a straight shape memory wire, or the straight part of a
wire that is “set” to be bent in the austenite state. We define a
“critical point” as the peak of a “critical curve”.
4.3 Postulations
We assumed that:
a. In a NiTi wire of consistent density and cross-section,
directly applied heat at the axis of the critical point causes the
greatest transformational velocity. In a similar SMA wire, with
resistive heating, the proximity of the contacts to the axis of
the critical point is relational to the velocity of the
transformation.
b. Local heat application will not enable the shape memory
wire to fully reach the austenite state, unless it consists of a
single “critical curve”.
c. The sequence of local heat application for the full recovery
of a shape memory wire with multiple “critical curves” defines
the trajectory of its transition from the martensite to the
austenite state.
d. The variance from the temperature needed to achieve Af
affects the duration of the total transformation.
Experiments were conducted to support these claims. In order
to reliably chart the extent of transformation in the wire, we
added a fixed point as a new variable to isolate the resultant
movement.
4.4 Experimentation
Analysis
The Nickel-Titanium alloy bar stock was pre-set in the
austenite state to be linear. A 7 ½” length was deformed in the
martensitic state to have two opposing radius bends. Direct
heat application was used.
We constructed a neutral background and different colored
acrylic paints were applied to the SMA wire at each endpoint
and to the centerline of each critical curve (see Fig. 2). Heat
was directly applied systematically to each zone by a heat gun.
We charted the path of the points along the shape to the
austenite conclusion.
[Fig. 2 First Experiment. Shape memory in martensite state and
the two trajectories charted to return to the austenite state.]
The experiment was repeated twice for two different sequences
of heating the “critical curves”. For each sequence, the
experiment was conducted once with the end-point of the wire
fixed to the background and once with the center point fixed.
We noted that selective heating changes the trajectory of points
along the shape as well as the culminating shape. The order of
heat application determined the distinct route of each point.
Also, as a geometrical subsequence, it was noted that heat
application near the fixed end of the wire substantially effected
the movement at the distant colored unfixed endpoint. The
length of path was greater the farther the colored point was
from the fixed end. (see Fig. 3)
The zone heating method allows the wire to maintain both
martensitic and austenitic states contiguously.
[Fig. 3 a. Center fixed. b. End fixed. Each actuated in the same
sequence of local heating, applied to the axis of each “critical
curve”. The different trajectories are illustrated fully charted.]
Prototypes
We structured our apparatus to investigate the variable of
direct heat to various zones of the wire, to experience
phenomenon in three dimensions. Our prototypes are not
objects, rather, they are armatures to support different
applications and their distinct properties.
After reviewing our previous experimentation and research, we
compiled a chart to illustrate the variables explored with the
prototypes. The following table shows the interplay between
fixed parameters and both independent and dependant
variables in the new equations that we established for our
prototypes (see Table 2).
For our experiments, the temperature transferred to the wires is
fixed and produced by a 12 Volt current. The diameter of the
nickel-titanium alloy (Nitinol) wires used was chosen to be

0.0297” so as to be thin enough for tight bends. The heat
application time is an independent variable which fluctuates
upon the user’s discretion. The reset ability is established
either by an external force or by a self-deformation generated
according to the heat application time (a dependant variable).
Finally, selective zone heating is meant to be another
independent variable. The zones of heating were pre-selected,
but the way of their alteration for the production of the effect
was manipulated by the user.
[Table 2 The new set of variables, as explored by the
prototypes.]
In our second level of experimentation, we moved from the
single shape memory wire, and the 2D plane of its movement,
to a wire gridwork and a three dimensional plane of action.
The first prototype considers all the new variables, but is still
in a 2D format, while the following two are in 3D. A key
difference between our 2D and 3D experimentation is the fact
that the 3D tests do not have any fixed points. The wires are
free to move in a floating membrane and restraining forces are
only employed to counteract the friction or the weight of the
system. In contrast, in the 2D experiment each wire of the
parallel system of wires has one end fixed.
First Prototype – The soft sculpture
The Nitinol wires were pre-set in the austenite state to be
linear. Six 12” long wires were deformed in the martensitic
state to have five alternating 1” d. radius bends each. A wood
frame was constructed to support the base of the SMA wires.
The wires were fixed to the base in a linear series. A sheer,
synthetic yarn material was employed. The fabric’s corners
were sewn together to form a shroud and the mass was
mounded atop the wire assembly. A 25w., 120v., 60Hz device
was used to manually apply direct heat alternately to critical
curves in the wires to create a stimulating dichroic effect (see
Fig. 4).
As a result of this procedure, we noted that selective heating in
random sequences deformed the shape of the fabric in various
ways, in different speeds and through a variety of angles. The
smooth, visual three-dimensional effect was produced only by
transformations of the wires in six XY planes acting as
structure to the fabric surface. (see Fig. 5).
We chose a polyester/nylon blend iridescent organza for it’s
ability to accentuate the varying planes of geometry through
the color change effect and because slight changes in the
structure affected the stability of the sheer fabric causing
slipping billows of various and often accelerating speeds. We
mounted the fabric onto the SMA structure by gravity to avoid
bonding stress to the wires that inhibit transformation behavior
and to prevent damage to the fabric in the wire heating process
through proximity to the direct heat or wire convection.
We selected direct heat application to enhance the fast/ slow
transformations by positioning the heat source at varying
distances from the critical axis.
There were some limitations to the procedures used. It did not
allow for remote heating – an access area in the back was
required to actuate the wires, and the heating device was not
variable.
[Fig. 4 The soft sculpture.]
This did prove, however, to be a good experiment in
scalability. Large distinctive visual effects were accomplished
by small shifts in the structure. Indeed, the largest trajectory
transformation was produced by actuating zone 2 {Z2} on the
SMA wires (see Fig. 5) in the same effort as applying heat to
zone 6 {Z6} (the smallest trajectory).
Future experimentation should focus on ways to set the wires
to manipulate dichroic membranes to affect colors based on
preset patterns, sequences and speeds. It might be orchestrated
to present the array to specific areas in the field, derived from
the incidence of light on the membrane plane positioned by the
SMA support. Further research should explore ways to actuate
a membrane to direct light and control reflection and
diffraction.
[Fig. 5 Analysis of trajectories followed if heated in this
sequence. The endpoint is charted.]
Second Prototype – The uniform transit
Eight 8” long wires were configured in a grid pattern and
adhered to a gauze sheet 9” wide by 9” long. The Nitinol
wires were again pre-set in the austenite state to be linear. The
gauze was able to move freely in the table and the only force
applied to it was from its own weight.
[Fig. 6 Symmetrical deformation]
Specifically, the shape memory grid (XY), which was attached
to the gauze, was bent in the Z axis to create an uneven
surface. A hair dryer was then used to bring the system back to
its first flat condition. The experiment was repeated ten times
with the heating source in different angles. The last three times
the sheet was heated in the center. The process was videorecorded
as it deformed in a specific pattern (symmetrically) to
attest our hypothesis that the way of its restoration can be
predicted if the first shape of deformation and the heating
process are controlled (see Fig. 6).
[Fig. 7 Directed Kinesis]
Final Prototype – Directed Kinesis
For this prototype, Nitinol wires were again pre-set in the
austenite state to be linear. Eight 1-foot long wires were
configured in a grid pattern and adhered to a dichroic acetate
membrane 18” wide by 18” long. The corners of the
membrane were attached to a wooden frame with elastic bands.
Electrical wiring was installed to provide 16 circuits to the
shape memory wire grid (see Fig. 7).
Specifically, the assembly was deformed to provide radiuses in
the Z-axis direction. The electric circuit was powered and
attached to 16 specific bends of the surface. Switches enabled
the control of each point separately. The affected bends were
expected to go back to their straight shape, influencing the
vicinage, as it had happened in the previous experimental
prototype.
In the cases where two or more points were activated at the
same time, the voltage was divided between them reducing the
power exerted to each one (they were connected in parallel). A
series of technical problems was specified as responsible for
the partial success of this prototype. Specifically, the
membrane was stiff and loosely connected to the wires. Thus,
it soon became unable to follow the movement of the wires.
The circuit wires, on the other hand, were very heavy and
disabled the movement of the shape memory grid to which
they were attached. Finally, the shape memory wires
themselves should probably have been stronger (have a larger
diameter) in order to support the motion of such a wide and
heavy area, or be fragmented in multiple short pieces with less
“critical curves”. Proper adhesion of the wire to the membrane
must be explored to provide enough foundation for the
membrane without incurring bonding and debonding stresses
as sometimes occurs in NiTi wires embedded in membranes
and resistively heated [10] .
Through the experience gained by this prototype, the
knowledge for a successful future model lies in specific
modifications. These modifications include: a lighter and
flexible membrane properly attached to the shape memory
grid, a lighter and shorter length circuit system, higher voltage
(or a non-parallel circuit), slightly thicker SMA wire for
greater electrical force. In regards to the heating system, we
surmise that replacing the circuit with conductive thread or
with custom flexible heaters would exhibit better motion and
higher flexibility. More specifically, the heaters, which use
silicone or polyester with multiple circuits that proportion
wattage to distribute varying heat levels, would be the
following step for a fully directed kinesis.
5 Conclusions and Extensions
Being aware of the numerous interconnected variables inherent
in shape memory materials, we understand that our research
provides only an introduction to the possibilities of these
alloys. Foremost is the knowledge that changing even a small
variable can significantly influence the whole behavior of the
material. A small alteration can produce a great effect. This
can lead to a variety of design applications.
Evaluating this project requires open-minded attention to both
process and outcome. We never saw the prototypes as end
products. They served only as fields of experimentation to
prove our claims with regards to local heating application for
the manipulation of kinesis.
We explored a way of controlling shape memory wires and
SMA meshes by locally heating them, both directly and
remotely (using resistive heating).The potential to control the
transformation trajectory and direct kinesis is promising.
Establishing the full criteria for such a direction will enable the
following advancement - having a desired trajectory (or
transformation) as a given, correctly heating a material to
achieve it, resetting back to the austenite state and then
reheating the same material following a different sequence to
achieve another predetermined path. This would enable, for
instance, a device, made “universal” by the sequential codes of
transformations. Further exploration to direct kinesis might
systematically record and analyze the shape memory material
transformation in space (in lieu of the 2D plane). Also, more
attention should be paid to the concept of critical point.
Research to explore heat application offset from the point will
add the 4th dimension of Time to the application. Thus, each

sequenced trajectory could be manipulated in terms of
transformation period – fast/slow reactions.
Finally, it is crucial to take into account, when viewing this
material as a reflection of contemporary ubiquitous nature, that
each material has unique properties for exploitation and its
optimal use is not independent from scale. The high cost, low
strength, relatively low thermal conductivity or slow reaction
SMA wire may have worked for a long time as impediments in
the use of the item in the architectural environment. However,
we believe it is up to the designer to study their properties
more precisely and use them wisely – by accepting the
differences they imply, taking advantage of them and
respecting the smaller scale they introduce to the design by
their dimensions. These materials should not be used as
substitutes to replace conventional materials, but as something
novel with great potential to influence an integrated
architecture.
Acknowledgements We thank Professor Michelle Addington
for her support and insightful remarks. Our work was produced
within the framework of her course, “Smart Materials: Design
Issues and Applications”, at the Harvard Graduate School of
Design.
References
1. http://sb2.epfl.ch/instituts/Gotthardt/Art.html
2. Blackwell, A., Biggs, S., Making Material Culture,
Leonardo, v.39, pp. 471-473 (2006).
3. Philippe, J-M., Art and Shape-Memory Alloy, Leonardo,
v.22, pp.117-120 (1989).
4. Berzowska, J. Coelho, M. , Kukkia and Vilkas: kinetic
electronic garment, Ninth IEEE International Symposium
on Wearable Computers, 2005. Proceedings, pp. 82-85
(2005).
5. Dennis, Ryan Shaun. Development of a Localized Heat
Treatment Tool for Shape Memory Alloy Wires using an
Ytterbium Fiber Laser. Under the direction of Dr. Juei-
Feng Tu. (2005).
6. Kloucek, P., Reynolds, D. R., Seidman, T. I. “Thermal
stabilization of shape memory alloy wires” Smart
Structures and Materials 2003: Modeling, Signal
Processing, and Control. Edited by Smith, Ralph C.
Proceedings of the SPIE, Volume 5049, pp. 24-34 (2003).
7. Addington, M., Schodek, D., Smart Materials and
Technologies, Architectural Press, Oxford, pp.16-17
(2005).
8. Otsuka, K., Wayman, C.M., Shape Memory Materials,
Cambridge University Press, Cambridge (1998).
9. Gilbertson, R.G., Muscle Wires: Project Book, Mondo-
Tronics, San Anselmo (1994).
10. K.D. Jonnalagadda, N.R.. Sottos, M.A. Qidwai and D.C.
Lagoudas “Transformation of Embedded Shape Memory
Alloy Ribbons” Journal of Intelligent Material Systems
And Structures, Vol. 9 (1998).
(COPYRIGHT © 2007 MIKAEL POWELL. All Rights Reserved)

Exploring Environmental System Delivery at the Point of Perception

Exploring THE POINT OF PERCEPTION---DRAFT
by Mikael Powell AIA, IIDA,CDT, SAG/AFTRA

Let me start by talking in general terms. It seems obvious at first thought that when you want to change or alter phenomena, you would do so directly at the point of action. In these times we look for efficiencies in purpose and action. We are all in the business of design, of creating functional built environments. And when we look at actions involving humans, we think of our receptors – those places where we experience the stimuli of created spaces.

AWARENESS
Therefore, we will look at human senses in relationship to the system and products that we create and specify in our spaces. We will discuss how to bring services directly to where they are sensed. At the end, I hope you will

 Be more mindful about the built environment.
 View outlets and targets for environmental systems.
 Consider resultant efficiencies.
 Imagine the possibility for innovation

PERCEPTION-CONSIDER THE SENSES
Our knowledge of all the senses is very incomplete and unsatisfactory, especially with regard to the neural and mental processes that are an essential, perhaps the major, keys to understanding consciousness. Anatomical and physiological knowledge of the structures of the nervous system is detailed and rather complete, but furnishes only the slightest clues to the operation of the senses. Empirical knowledge of how the senses behave is extensive, but it only describes and does not explain.
All senses communicate only by electrical pulses traveling down nerve axons, and are subject to noise. All senses exhibit adaptation, in which a continued steady stimulus has an effect decreasing with time, as well as masking, in which one stimulus increases the threshold for the detection of another. There is no straightforward, universal connection between the intensity of a stimulus and the strength of its perception. Sensation can judge equality with some precision, but ratios cannot be accurately estimated.

PERCEPTION OF THE BUILT ENVIRONMENT
We will focus, however, on touch and sight and more specially, HVAC and lighting systems.

THE SKIN IS THE TARGET FOR HVAC-TEMPERATURE SENSITIVITY
The sense of touch is the name given to a network of nerve endings that reach just about every part of our body. These sensory nerve endings are located just below the skin and register light and heavy pressure on the skin and also differences in temperature. These nerve endings gather information and send it to the brain.Airflow past the skin cools the body.

TRADITIONAL CLIMATE CONTROL- BROADCASTING OF SERVICE
Typically there is a grid of ductwork supplying air from the ceiling with return in the plenum as well. Besides air stagnation, this provides for inconsistent conditioning of spaces.

DELIVERY DISTANT FROM POINT OF PERCEPTION
You can observe the distance from the inhabitants.

IMPROVED DISTRIBUTION- UNDERFLOOR ROUTING SYSTEM
An improve on this traditional system is an underfloor HVAC routing system. I am utilizing this in a project I have now – Jadwin Hall renovation. I am taking an existing space and upgrading it.
Other comfort benefits of this system are
Reduce HVAC plant costs by up to 10%
• Reduce external façade costs by up to 10% per story
• Reduce the cost of HVAC churn by up to $1200 per additional zone
• Reduce fan energy usage by 32-48%
• Reduce energy consumption by up to 20%
• Reduce cooling energy consumption by up to 15%

I am utilizing this in a project I have now – Jadwin Hall renovation. I am taking an existing space and upgrading it.

NEWER CLIMATE TECHNOLOGY- DELIVERY CLOSER TO POINT OF PERCEPTION
This brings proximity closer to the user.

CLIMATE CONTROL DELIVERY- INNOVATION
911 Chairs, Radiant climate controlled clothing, heat controlled cloth,
• The personal air unit filters and circulates the air within the environment. Single control adjusts air flow, lighting and white noise. Standard with an occupancy sensor. Also includes radiant heat panel.
Heated clothing - Gerbing's Heated Clothing products are powered by your vehicle or an external battery pack. It's just like putting your clothes on right out of the dryer.

NEWER CLIMATE TECHNOLOGY- DELIVERY CLOSER TO POINT OF PERCEPTION
This brings proximity closer to the user.

PERCEPTION- LIGHTING PERMITS THE PERCEPTION OF OBJECTS.
In order to see, there must be light, an object, a receptor (the eye) and a decoder (the brain). The light rays reflected or transmitted from the object whose brightness we see, stimulates electro-chemical receptors in the eye that transmit signals to the brain where they cause the sensation of vision. The brain and the eye cooperate in transforming radiant energy into the sensation of seeing.


TRADITIONAL LIGHTING SYSTEMS- BROADCAST DELIVERY
Traditional lighting system work much in the same as HVAC with a grid work of fixtures broadcasting light to give a general illumination. This is a precedence study I prepared.
Typical ceiling systems.

NEWER LIGHTING CONCEPTS-TASK LIGHTING
More contemporary systems incorporate task lighting. This shows task lighting for corridor, work and dining.

INNOVATION-LIGHT EMITTING FURNITURE AND CLOTHING
Newer lighting sources include things like illuminated clothing, desks and other furniture.
Furniture – Eudora is a fiberglass chair upholstered in a variety of printed fabrics and encased in polyester resin. To top off the play on a preserved artifact, Eudora is illuminated from within to create an enticing and surreal object.
Table –
Fibre/rope/Clothing- Our waterproof breathable glow-in-the-dark coatings are applied to most woven fabric types such as nylons and polyesters. These coated fabrics can be used for a range of safety or active sportswear applications as well as recreation sports. Because the coating is solid with micro chambers, it can be used in marine environments as well without the risk of salt damaging the breathability function. The glow properties will last the life span of the product which is about ten years with moderate to heavy use.

INNOVATION-LIGHT EMITTING BUILDING MATERIALS
And illuminated building materials.
Drywall-Fiber Optic Cable can now be incorporated into your drywall
design to create subtle or bold decorative effects. Fiber Optic
Cable has the advantages of; flexibility, no electrical components
beyond illuminator location, long and maintenance free life, and
active or selective color change.

Floor Tile - GranitiFiandre Luminar is an interactive material which reflects and generates light.

INNOVATION- DELIVERY CLOSER TO POINT OF PERCEPTION
Bringing the service closer to the point of perception.

INNOVATION
Thus, the sensory pod. --The London Oasis provides entertainment, a meeting place and tranquil space for Londoners

The 12 metre high kinetic structure mimics the design of a growing flower: its photovoltaic 'petals' open and close in response to the sun and the moon utilising daylight to generate power. This is supplemented by a hydrogen fuel cell and wind turbine to make it self-sufficient. It even uses rainwater it has collected for irrigation and cooling.
At the base, the Oasis has five 'pods' inside which people are secluded from the noisy and polluted city surroundings, enjoying cleaner cooled air and relaxing sounds. There are also five further areas providing social rendezvous and venues for entertainment.
The Oasis is 'smart' in that it interacts with the environment around it. It senses time, the weather and people, and responds accordingly. At night, it uses energy stored during the day to power a beacon in the form of a light show which responds to the movement of people around.

AWARENESS
Therefore, we will look at human senses in relationship to the system and products that we create and specify in our spaces. We will discuss how to bring services directly to where they are sensed. At the end, I hope you will have a greater awareness of the built environment and view systems with regard to delivery at the point of perception. You should be more mindful of efficiencies and more open to consider advent-guard, imaginative possibilities

FUTURE TECHNOLOGIES- TOWARD THE POINT OF PERCEPTION
And as we move into the future, so will technologies move toward the point of perception--- that is the human brain. Maybe we can bypass the sensory organs altogether and directly stimulate the brain. I talked to Richard F. Olivo, Ph.D., Associate Director Derek Bok Center for Teaching and Learning at Harvard University and noted biologist. He said it is feasible in the future, but it is very hard to stimulate the brain. Now they can direct impulses, but just get blotches of color. -END
© 2007 Mikael Powell

[I-1]Ubiquitous Computing in Classroom Design

Left, a Helio Display
Meeting: May 19, 2006
Speaker: Tom Moher, Department of Computer Science University of Illinois
"Ubiquitous Computing"
Location: Harvard Graduate School of Design
Attendees: S. Pollalis, J. Nichols, S. Pobiner, W. Kimm, MIKAEL POWELL(recorder), A. Hopper, J. Jungclaus, T. Shafer

The following constitutes an understanding of the lecture and discussion as compiled by Mikael Powell.
I. Mr. Moher’s work focuses exclusively on design spaces for education. He introduced the following terms:
Phenomenaria- Classroom areas where phenomena are made available for children to observe and manipulate. Common elementary school phenomenaria are ant farms, gerbil cages, etc… They provide access to experiences that do not naturally occur in the classroom. Like physical phenomenaria, computer simulations can serve a similar function.
Embedded phenomena- simulations that map dynamic science phenomena to the physical space of classrooms, and allow students to act as scientists by using computers as simulated instruments for measuring or viewing those phenomena.
II. His efforts concern trying to embed phenomena in the classroom within the confines of technology already in school. Embedded spaces are distributed throughout the class in portals. The simulations are persistent and enduring, running concurrently, but asynchronously. With respect to the regular instructional flow, students conduct investigations of the phenomena by monitoring and manipulating of the state of simulation via the media.
III. Mr. Moher, as well as Mr. C. Wisneski at Northwestern University actively research simulation technologies such as virtual environments, participatory simulations, physical and tangible interfaces, ambient media and mixed reality. Mr. Moher’s described several types of learning - Social (when we learn from each other), Episodic (distributed learning over time) and Opportunistic (not synchronized with instruction).
Simulations:
IV. The Bee Dance Students experience a graphical simulation of the honeybee dance presented on a plasma panel.
V. Room bugs The classroom was designed as a farming community and the goal is to attract the good bugs and repel the bad bugs. The media is sand traps containing bug tracks and the activity is to determine the local bug population from tracks so one may introduce pesticides to repel bugs.
VI. Helioroom http://www.optiputer.net
/publications/articles/THOMPSON-ICLS-
HelioRoom.pdf#search=%22phenomenaria%22 Developed for 3rd graders, HelioRoom simulates the orbits of the planets in the Solar system on a set of synchronized computer displays located on classroom walls. Students are required to determine the identity of planets and observe a planetary occlusion and differences in orbital periods.
VII. Room quake A classroom is augmented using a "thin layer of computation" for the purpose of allowing students to gain experience in the practice of locating the epicenter and magnitude of earthquakes. Students use simulated instruments, simple tools, and physical movement to determine epicenter and magnitude, and record the event by hanging Styrofoam balls from the classroom ceiling. This is an example of an Embedded Phenomena made “visible" through devices scattered around the room.
VIII. Mr. Moher presented the questions “At what extent are these games, verses non-games (educational technology)? There are some simulations that are not technology based at all. Does that make them a game?” He further responded that determination of educational value is reliant upon the opinion of school administrators and their degree of support.
IX. When asked about emerging technology, Mr. Moher responded as follows:
An interesting concept would be to turn drywall into pixel displays. If all the walls consisted of display technology then you do not have to move things around. A step up would be to move from displays to embedding technology into partitions (per Mark Reisnik [sp?]) that perform ubiquitous computation to portable displays. i.e. different displays for different sizes – a bin full of tangible controlling devices etc… Then you can connect to them by sticking to the wall.
Another innovation would be indoor tracking (being able to track individuals in the classroom). Now students go outdoors to use GPS, i.e. the equator project at the University of Nottingham in the UK. Students walk around with Wifi devices like animal in play. They overlay an African savannah layout. Right now we know their physical positions to a relatively low resolution. If we can master the technology to know where everyone is at all times, then that would be a great advancement. We would also need to improve video camera technology.
Our goal is to connect different classrooms together and classrooms from different schools. Asynchronous connections are exciting too. We would like to imbed learning style information into the embedded technology. If you provide environment to do ubiquitous technology, then it is possible.
If we were working with an architect and designing a new classroom prototype I would explore using the walls as displays (in fixed position or built into the partition). The next level up would be to have more flexibility on the attachment of LCD displays or organic LCD displays. Something pegboard-ish or magnetic. And I am talking about the room periphery – partitions and even floors and ceilings are important. I would mount cameras in ceiling for “GPS” positioning and grid systems on the floors to provide the ability to find XY positions. Another issue is that the middle of classroom is occupied by furniture – we sometimes want to put instrumentation in the middle of classrooms and not the perimeter. Oftentimes we have to move tables and dangle devices from the ceiling. I would adjust classrooms so that the infrastructure is only at the periphery to allow space to hang cables and wires. And we need a calibrated space that allows us to measure. Floors can be problematic because they may stain or mar. Remember, the best effects are when you are activating the entire classroom all the time. Most importantly, my regular classroom must be transformed into ‘something’. It is not the students have to leave their room to go to a special space. I would rather accept lower technology in my classroom than go to a special room.
-end

[I-1] SCHOOL DESIGN within a Total Context

Meeting: May 19, 2006
Speaker: James Nichols, AIA, LEED
Educational Facilities: Design within a Total Context
Location: Harvard Graduate School of Design
Attendees: S. Pollalis, J. Nichols, S. Pobiner, W. Kimm, MIKAEL POWELL (RECORDER), A. Hopper, J. Jungclaus, T. Shafer

The following constitutes an understanding of the lecture and discussion as compiled by Mikael Powell.

I. Context must be considered when reviewing school design, not just the visual surroundings. Architectural, geographic, economic, cultural, programmatic, technical/industrial and ecological concerns are crucial.
II. The economic environment in California in 1961 was conducive to the creation of the School Construction System Development. Ezra Ehrenkrantz, FAIA put together a procurement system for public schools. His central question was “How do you buy the building?” Then, as now, the way Europeans deliver buildings is different then how it is done in America. In 1961, existing U.S. processes militated construction to the lowest quality, even though procedures were meant to be equitable. In addition, existing procurement structures were cumbersome. Ehrenkrantz proposed modular buildings and focused on subsystem specifications in the process. The Ford foundation was an early sponsor. SCSD was successful in terms of a building systems approach. Over four hundred K – 12 schools were built in California and the systems concept thrived. Facilities were based on critical systems and a 5x5 building grid. The bottom line was to build a successful facility for the same money as conventional construction. Costs were equivalent for demountable partitions. Flexibility pervaded -especially in areas where users wanted spaces to be changeable. Demountable partitions were effective because they provided high performance at a low life cycle cost. However, after construction, some users felt that the schools seemed “very cold” in attitude.
III. Ehrenkrantz convened a team of diverse individuals for a joint effort. The team consisted of superintendents, suppliers, labor unions, builders, sociologists and financial executives. Key criterion included a need for 28db sound transmission, thermal envelope performance, 30 CFM ventilation, lighting/illumination standards including maximum glare at 350 FC (if you could get lighting system qualified under the program it had to be interchangeable with all other systems) and the use of demountable partitions. Use of demountable rooms verses moveable screening depended on the how quickly and how often the rooms needed to be reconfigured. Thus, School Construction System Development features high performance, low life-cycle cost and maximum end-user flexibility. On the east coast , not many of these schools were built. In contrast, California constructed several facilities.
IV. In the 1993 global context, conditions were often framed as the U.S. verses the Developed World. Prevalent was the question “What is the relationship between our market economy and the level of student aptitude?” US students scored below their European and Asian counterparts, and the US economic performance was beginning to lag behind global competitors. Moreover, the US seemed slow to embrace technology. In addition, there seemed to be divergent educational goals in the US. It was common to have competing pedagogy such as problem solving/discovery and teaching content/skills. A variety of research emerged concerning how children learn and what children learn, open-ended education and goal-oriented teaching.
V. Innovative topics in 1993 included heterogeneous groupings, individualized learning, Multiple intelligences, Whole Language verses Phonics, English as a Second Language, advances in special education and computers/educational technology.
VI. In a global context, the Ueno Elementary School (Schozo Uchii, Architect) Tokyo in 1993 is exemplary. It is an elementary school on a dense, urban site. It is a community center that values lifelong learning and recreation. It is also a technology friendly environment. The floor plan includes open classrooms with ancillary spaces, a multi-purpose hall and gallery/performance functions areas. It has an Interpretable Performance Space/stairway. The library corners support independent/group study as well. While this project was an advancement, we have much better strategies now for open schools. It was commented that some say, “Kids rise or fall to the environment they are in”.
VII. In 1997, there were many challenges for New Jersey in a political context. New Jersey is a “Home Rule” State - they have local control and funding. The State Constitution guarantees a “thorough and efficient education”. Demographically there is 22% overcrowding in suburbs and 49% overcrowding in Abbott Districts. There was an aging infrastructure (more than 50 years old)as well, with 36% older facilities in suburbs and 64% in Abbott Districts.
VIII. There were several notable legal settlements concerning schools in New Jersey. Robinson v. Cahill (1970) dealt with fair funding. In 1976, the state income tax was enacted (Lockout). The Abbott case in May 1998 determined that the state must pay 100% of project costs, state standards must be embraced in concept, “Local Particularized Needs” are allowed, long-range plans are required, and preschool is to include three and 4 year olds.
IX. New Jersey Legislative Action in 2001 included the Educational Facilities Construction & Finance Act. An $8.6 Billion Bond was authorized for $ 6.0 Billion for Abbott Districts and $ 2.6 Billion for Suburban Districts. During this time the NJSCC created within NJEDA and LEED “Guidelines” were adopted. A major determination was that “Single Prime” contracts were now allowed. This legislative action also spurred a big statewide assessment. Sites were purchased and people evicted from homes. In New Jersey every municipality has a master plan.
X. The political context in 2005 brought a New Jersey Program Moratorium. $8.6 Billion had been spent with 354 being Health & Safety projects and 50 major building projects. The Suburban Grant Funds was exhausted at 2461 projects costing $2.1 Billion. There are 69 ongoing NJSCC projects currently and 59 of 400 new projects have been authorized.
XI. Presently, on the political front the “interim” results may be evaluated as follows – In the positive, critical Health & Safety projects have been completed, Preschool students accommodated, an improvement realized in design quality (albeit uneven) and improved project planning processes. Unfortunately, however, tracking failures caused evictions and land acquisitions for stalled projects, funds were diverted to fund current State budget costs and vested interests prevented much innovation. Presently, long-range facility planning incorporates Internet-based planning/reporting (an Oracle Platform with over 600 District users statewide), a facility deficiency database, capacity analysis and capital planning/budgeting (with a modest Version 3.0 system).
XII. It was discussed that Korea needs many new schools now so they partnered with the private sector to build schools and lease them back to the government. Many people think it will lead to inferior design as they may replicate previous unsuccessful facilities. There are many ideals or education in Korea, but it seems at this time that schools are seen as valuable community space. The user groups in the schools are very fluid and ‘Korea’ wants us to design a prototype that is k-12 and scaled , both appropriately for students and to accommodate the school population. We have not been able to find many examples of mixed use to this degree. We are exploring the notion of zoned buildings. In or design, we must be able to secure lifetime use and totally control access. It is typical to have storage rooms dedicated to each user group.
XIII. It was commented that rather than design a complete building of demountables partitions– it is more useful to be able to combine spaces to work together for periods of time (i.e. block scheduling). Nowadays curriculum is interdisciplinary and there is a need for smaller spaces and limited use of demountables (toward a hybrid system). The big trend is away from specificity of design--- allowing it to happen. --- A lighter handed architecture.
XIV. During our discussions, it was commented that sometimes designers have a cartoonish view of children. In the past community and education leaders have questioned whether Society can be trusted to teach children (this society that allowed two world wars either tacitly or directly). One pioneer, Howard Gardner, is best known to educators for his theory of multiple intelligences, the notion that there exists but a single human intelligence that can be assessed by standard psychometric instruments. Another noted individual is Ted Sizer of the Coalition of Essential Schools.
Projects shown:
XV. Elizabeth Long-Range Plan in Abbott District (with 24,000 Students). It includes three P-K centers, twenty-eight PK-8 elementary schools and high schools. Facilities incorporate comprehensive education, visual and performing arts, academic and vocational programs. A specific school is Robbins Elementary School, which is one of two NJSCC-sponsored Design Competitions. It educates 550 Students in grades PK-5 in a reused existing (1908) Building. It can be described as a community school in a diverse neighborhood.
XVI. Millstone Middle School (2004) is a 130,00 SF Middle School for 634 Students in three grade-level houses with two teams each. The Media Center anchors the academic wing. As a Community Center, the school has a 1,000-seat auditorium, art and music facilities and dual gymnasiums. It can be described as “ a house within a house” in a substantially rural area. There is community access through an area of the building and the typical common space is an auditorium/gym. Millstone Middle School provides interdisciplinary schooling, described as “everything is connected to every subject”. The design competition was organized with design concept submissions from “qualified” firms. The four finalists received $25,000. The winner progressed into the state system and they received extra points for their procurement competition system. One of the winning four entrants teamed up with Mr. Nichols, but the project did not go forward.
XVII. New Castle County Technical High School employs faculty work centers that replace offices. Unlike typical vocational schools, there is a lot of program information packed into a little footprint. The facility consists of separate buildings. Each area is funded by the county and trades are decided by direct labor needs in the locality. The school works closely with industry to coordinate, as well. New Castle County Technical High School integrates career labs with academics. Their Career Clusters are Construction/Mechanical, Life Sciences, Information Technology, Consumer Sciences, Culinary Arts Restaurant, School Store and Coffee/Bake Shop.XVIII. The Utase Elementary School 3 is in Chiba City, Japan 2006 (Kazuhiro Kojima + Kazuko Akamatsu / Cat) and Chiba City Urban Redevelopment Corporation. It appears to have been built as a part of a planned new town development and built in stages, so it may be a very good precedent. Links to the project are: http://edge.gsd.harvard.edu/~spobiner/
edge_web/research/WiKo.php
<http://edge.gsd.harvard.edu/
~spobiner/edge_web/research/
WiKo.php>. Also, please see the NJIT Center for Architecture and Building Science Research whose mission is to create new knowledge that will help individuals and communities make better-informed decisions concerning the built environment. XIX. Comments from James Nichols after the meeting – “Since I visited you in Cambridge a week ago, I have been thinking about more concise answers to your questions about the impact of educational technology on school design. I hope that I conveyed the idea that it has created the need for spatial opportunities for independent work -subsidiary space, and alcove or a vestibule space adjacent to the main classroom space. This space could take many forms and be open to multiple interpretations by the users- and does not need to be overly designed given the rise of wireless networks”. Also, subsequent to the meeting, Mr. Nichols remarked, “Do No Harm --good design can enable a teacher, but not improve discussion” and “Good Design should not be heavy. Good design should provide the backdrop for good teaching”. -end-