Module 5 Assignment, April 2001
This assignment represents the completion of a group project by myself, Sam
Cherryman, Dan Ryan and Allan Paterson. As a team we produced a number
of exhibit mockups and worked together to produce the majority of the following
report. The two exhibit proposals "Lunar Rovers & Black/White Hole" are my
own personal write up of those exhibit ideas.
Table of Contents
"Steeped in science-fiction, but based in science-fact, psi-phi represents the next generation of travelling science exhibitions. Combining the weird and the wonderful with a practical purpose, psi-phi truly are taking interactive science to the final frontiers of man’s imagination. Based around our purpose-built mobile centre we offer an experience-focused visit never before seen on planet Earth."
(Daniel Ryan, Financial Advisor, Sci—Fi project)
The
Project:
To create a travelling exhibition with the theme of science fiction. Using an interactive
framework where the visitors will discover the science behind science
fiction.
Why science fiction?
Science fiction is a popular genre. The
media and public see science fiction as science fact. It is our aim to
dispel some of the inaccuracies and explain the possibilities.
How were we going to achieve mobility?
Obviously, a travelling exhibition requires
transport and so the concept of a self-contained travelling environment
was proposed. It is our aim to provide such an environment within a custom-modified
lorry. The lorry will contain all exhibition materials including “satellite”
units consisting of two dome tents, a planetarium and a human gyroscope.
The exhibition is anticipated that the exhibition will take 2 hours to
erect and disassemble using 2 people, though part of the project design
criteria will be to reduce this time as much as possible.
When and where would we go?
The exhibition is ideally suited to festivals
and events held in the summer months in Britain. The winter months would be spent travelling
with the exhibition abroad or attaching temporarily to an existing science
centre within the UK. This former aim is due to the need for
large events (hence a large number of potential visitors) and, preferably,
reduced risk of rain. The exhibition would be pre-booked by the event organisers
and, therefore, only local advertising would be necessary. It is envisaged
that such marketing and promotion would be done by the event organisers
and that, as such, no formal marketing budget for the proposed project
is required.
Who are the visitors and how many are there?
Expected visitor numbers: 800
visitors through the lorry and the two tents daily (max). There would be
approx. 140 visitors through the planetarium daily (20 per show). The gyroscope
could take approximately 200 visitors a day. The visitor types would range
from individuals to families. With public interest being so high in the
area of science fiction the exhibition would appeal to all. As the proposed
sites for the exhibition are science festivals and the like, it is envisaged
that the main visitor group will be families. However, it may be advantageous
to develop a modest education program in order to entice school visits. The
material covered by the exhibition makes it ideal to reach out to the notoriously-difficult
to attract teenage market.
So how would it look?
The exhibition would be designed
specifically to fit in to the science fiction narrative. The lorry will
have a matte-black exterior and all other materials, including interactive
exhibits, will be coloured according to a pre-designed colour scheme
of black, yellow, purple, red and silver (Appendix A). The tents are of
3 m radius and in white, adopting the same interior colour scheme
as above and, finally, a custom-built planetarium, themed as a rocket.
A look into each Zone
Mission Control
(housed within the main lorry unit)
Holds up to 100 visitors at a time. The lorry would be designed
to store all the equipment when not in use (by means of a custom-designed
“slot-in” racking mechanism which will also provide support for the floor
of the exhibition), and to house the main area of the exhibition. The main
area of the exhibition will hold all the hi-tech equipment (e.g. VR
suite, vacuum chambers and plasma screens) and is designed with disabled
access in mind. The large exhibition area is provided by one side of the
lorry folding down, hence forming a floor. A fold-out canopy contained
within the other section of the lorry will then be extended to provide
a fully-enclosed and weather-proof environment (Appendix B, Fig. 1).
Figure 1 – Model of Exhibition layout
The exhibits within the Mission
Control section will look at a number of areas of science including virtual
reality, taking users around a virtual adventure of an alien world with
their view and actions being screened to a waiting audience. There will
also be plasma screens showing the earth and space with an exhibit enabling
viewers to chose satellites to view from. These exhibits will look at
how technology can change our perspective of the world. The plasma screens
will also be used to display more “factual” information regarding the night
sky, planetary positions and proposed and ongoing space missions. Where
possible such information will be tied into the planetarium show. There
will also be an exhibition centered around planetary atmosphere, showing
the effects on everyday things (sound, light, vegetables, and any object
the visitor wants excluding live objects). These exhibits demonstrate to
the visitor how science fiction films can lead us to falsely believe in
the large explosions in space and dramatic deaths. The area would also
hold exhibits on time travel and black holes. These would demonstrate the
underling principles used frequently in the films and books.
The Engineering Zone
(So you want to be a rocket scientist?)
Holds up to 75 visitors at a time. This Tent is filled with all
the experiences of a space engineer. The visitor would be able to design
and launch their own space ship using the computer terminals, test trajectory
and aerodynamics using the rocket exhibit and design and build a moon buggy
and test it on the surface of the moon - this is an area for visitors to
test both their logic and scientific thinking. A creative area to
design and build to your own specifications and to explore the natural phenomenon
that affect such designs - an area to look at the world through
the eyes of a space engineer.
The
Astronaut Training Zone:
Holds up to 75 visitors at a time. Outside this area is sited the
human gyroscope, and is used as one of the astronaut training exhibits.
This zone will hold all the exhibits relating to both being and training
to be an astronaut. It will have exhibits to demonstrate the affects of
the gravity of the moon, the affect of smelly things that go into space
and look at some of the “kit” that astronauts use, such as jetpacks, manipulator
arms etc Further exhibits on training to
be an astronaut (balancing board) will be included and we also propose
to exhibit an authentic space suit. This zone will excite the children
and adults alike.
Planetarium
This planetarium will hold 20
visitors per show, with the show lasting ca. 30 minutes. The show
will allow the visitors to experience viewing the stars as if from space.
A library of planetarium shows will be sourced and produced, allowing flexibility
in the show in response to both visitor requirements and so to allow the
show to link in with topical “space happenings”.
General Overview of Exhibition Content
This traveling exhibition endeavors to bring science to life, allowing the
visitors to the attraction to form their own views and opinions based on scientific
fact. The visitors to this attraction would be able to see the science fiction
genre in a new light, empowering them to judge science fiction media - whether
book, film or program - with newfound confidence and clarity.
Science fiction — Science communication
“out of the laboratory and into the culture”
(Richard Dawkins)
Science Fiction (SF) has always been used as a way of imagining the relationship
between science, technology and society - both as an inspirational source guiding
the direction of science development, and as a way of popularising and disseminating
scientific ideas.
SF encourages students to study science and helps them to understand the role
that science plays in the wider world. The best SF is that which tackles the
deep philosophical or ethical issues that surround science and widens the audience’s
vision of our universe.
SF eases the “willing suspension of disbelief” on the part of
its audience by using an atmosphere of scientific credibility for imaginative
speculations on physical science, space, time, social science and philosophy. Science
fiction exists not just as a rich genre of film but also as a living cultural
phenomenon that influences the way we see the world. Science fiction can be
used to increase the popularity and people’s awareness of science. London’s
Science Museum is currently running an exhibition called “Star Trek:
Federation science” to help the public understand space technology (Appendix
C). Similarly, the Johnson Space centre has created a “Science Fact
Versus Science Fiction” exhibit (for which Glamorgan’s Mark Brake
acted as consultant). Staff at the European Space Agency are studying SF for
ideas and technologies that could be used in future missions. SF authors have
even helped NASA to draw up ideas for a mission to explore Europa (for inventive
ideas to pierce the ice surface). It is a device for conducting a type of
theoretical science - the exploration of imagined worlds. While science fact
is supposed to stay within the boundaries of the accepted laws of physics,
science fiction can stray beyond such limits.
The exhibits of the touring centre contain scientific ideas covering three
broad topic areas, as outlined in the National Curriculum for Science:
- Scientific Enquiry
- Life Processes
- Physical Processes
Scientific Enquiry
Here the emphasis will be on investigative skills. Evidence for this area
of science will be found in many of the exhibits, often without the visitor
even knowing that they are following the stages.
•Planning
Asking the visitors questions that can be investigated scientifically using the
exhibits provided, allowing them to make predictions.
•Obtaining and presenting evidence
Allowing the visitors to make observations and measurements, with ICT in use
to monitor these measurements and present them in the form of diagrams and graphs.
•Considering evidence
From their observations and measurements they can identify patterns and make
conclusions.
•Evaluating
The visitors can then compare these to the expected outcomes and explanations.
Life processes
Under this heading we find we find information on humans as living organisms
and evolution. The majority of this information will form part of the astronaut
training area of the exhibition. It allows us to look at the human body and
how space travel effects us. Other areas could be brought in through the discussion
of futuristic medical wards that are so common in sci-fi, or by looking at
the prospects of alien life and the creatures we dream up for TV and film.
•Nutrition
The visitor will learn about the body’s need
for food, the importance of a healthy diet and digestion.
•Movement
The skeleton, joints and muscles.
•Circulation
Blood and how it moves around the body.
•Breathing and respiration
Aerobic respiration, the role of
the lungs and how we damage them.
•Health
The importance of good health and the ways by which we try not to achieve it.
•Homeostasis
The importance of a constant internal environment for our body to function correctly
and how it is maintained.
•Nervous system
Reflexes, response to stimulus and impulses.(there’s no such thing as the Vulcan death grip)
•Evolution
Using the fossil record as evidence to look at how variation and selection can
lead to changes, for better and worst.
Physical processes
This heading contains by far the greatest amount of information that can be
looked at within the exhibition.
•Forces and motion
Visitors can look at many types of force: magnetic attraction and repulsion,
gravitational, friction and air resistance. The measurement of force, speed,
time and direction are all included. Finally we can look at the relationship
between force, area and pressure.
•Waves
Here we use light and sound as examples of wave types, looking
at reflection, refraction, frequency, wavelength, amplitude and travel through
a vacuum. Moving on towards the larger electromagnetic spectrum: radio waves,
microwaves, infrared, visible light, ultraviolet waves, x-rays and gamma rays.
Their dangers, medical uses and communication uses (electronic, sight and hearing). Finally
ultrasound and similarly its dangers and uses.
•The Earth and beyond
This heading covers the information on the solar system and the wider universe.
It forms the basis for the style of much of the exhibition. We cover the positions
and sizes of bodies in the universe such as planets, stars, comets, meteors,
galaxies and black holes. Work on how these bodies can be used to make measurements
of time such as dividing day and night are also included. With information on
the evolution of stars and the universe itself, gravity interactions and the
search for extraterrestrial life.
•Energy resources and energy transfer
The exhibition will also cover the topics of renewable and non-renewable energy
sources such as radioactivity, oil, gas, coal, biomass, waves, wind and batteries.
Also opportunity will be provided to cover energy conservation and movement.
All of the above science is to be covered in the many exhibits and information
points within the exhibition. As one of our main customer groups is expected
to be school groups a series of themed trails can be developed to highlight
the relevant information to their curriculum.
We cover science which is relevant to all of the key stages in a way which
should be entertaining and educative for the general public.
Project Viability—The Demand for a Travelling Science Exhibition
“In terms of science centre
‘theory’, after one or two years your centre is no longer perceived as
‘new’, even though you may have replaced everything since day one. So
‘special events’ renew your institution in the public´s perception” {White,
H., 2001, pp.9}. This is merely one of the host of potential markets that psi—phi would
aim to tap into, others being science festivals, special events and, of
course, theme parks – any accessible location where a large number of people
can conceivably congregate is a viable marketplace for psi—phi.
Currently there are few travelling science
exhibitions within the UK and, indeed, Europe as a whole. This may be due to the developing
nature of the field of science communication, and also due to the multi-linguistic
environment that is Europe. This means that there is an available
market niche for a travelling exhibition such as psi—phi. However, to justify such claims, comparisons with pre-existing
exhibitions of a similar nature must be made. To this end, we look towards
the U.S. where, over the previous 5-10 years, a
thriving trade in travelling exhibitions has existed.
However, this model is not an ideal one
as the exhibitions that will be discussed were designed to “go into” existent
science centres and to compliment their exhibit portfolio. Psi—phi is designed to
be self-contained and with a distinct theme running throughout. However,
such comparisons are not fruitless. A search of the ASTC exhibitions clearinghouse
identified 4 travelling exhibitions that are of use as a comparison with
the proposed psi—phi project. The name in brackets indicates the originating
science centre:
- STAR TREK: Federation Science (Oregon museum of science and industry)
- Robotics (Carnegie science centre, Pittsburg)
- Planetary Landscapes: Sculpting the Solar System (Chabot space & science
centre, California)
- MarsQuest (Space science institute of Boulder, Colorado)
An overview of what each exhibition provides,
its requirements in terms of exhibition space and further requirements,
and rental fees are outlined in appendix C. Of these exhibitions, “Robotics”
by the Carnegie science centre is of the same approximate size as the proposed — exhibition, although this former exhibition
lacks the planetarium facility proposed here – one with a great “added
value”. This would place a quarterly rental fee for Psi—phi at
around £105,000. Reducing this to a daily rate would indicate a rental
fee in the order of ca. £1000.
Finances
The finances of
any new project are often the major cause for both concern and deliberation. The Sci Fi project
is no exception and, as such, careful calculations have to be made regarding
initial expenditure, which includes such considerations as project planning,
development and staffing costs. This is followed by start-up costs such
as purchasing and modifying the mobile unit alongside conceptualising,
developing and building the interactive exhibits. Finally, the running
costs, once the exhibition is set up and operating, must include considerations
of staffing costs, accommodation costs, travel expenditure
and on the running repairs and maintenance of both the vehicles and associated
exhibits.
In order to counteract the expenditure
column in our accounts we have identified several potential income streams,
such as rental fees, entry fees, grants and sponsorship. Projected revenue
and expenditure figures are displayed below.
Obviously, at the end of the
project we will have a surplus of equipment and exhibits, which could be
re-used (if the exhibition proves sufficiently popular, an extension to
the currently-proposed tour may be considered), or re-sold, thus recouping
some of the initial project expenditure.
Outgoings
•Planning
and Development
3 – 6 months of full time work
by 4 people: £50,000 - £100,000
Materials (computers, blueprints,
stationary): £5,000
Total = £55,00 – £105,000
•Start
up and Running Costs
Lorry (8 yr old Mercedes lorry):
between £32,000 and £55,000. Price obtained from www.veho.ru/eng/selling/pd_ga.html.
Modification of lorry: £20,000
– £30,000. (Estimate provided by A+EE Engineers).
Interactive Exhibits: Between £5000
and 20,000 each. Potentially 10 – 20 exhibits. Therefore upper limit £400,000,
lower limit £50,000. Realistic middle ground £200,000 - 250,000.
Satellite Tents: £4,000 each
Star Lab and Modification: £6,000
Staffing: £21,600
based on £60 per staff member for 90 days.
Fuel: £10,000
Maintenance: £5,000
Insurance: £5,000
Living expenses: Based on £150
per week each. £7,200
Total = Lower limit
: £219,800 Upper limit : £642,800
Realistic
middle ground: £375,000
It is, obviously, desirable
to add to this figure a contingency budget of ca. £15,000 to cover
unforeseen expenditure.
•Incoming
Revenue
Entrance fees: £2 for children, £4
for adults. @ 200 visitors a day (50 adults, 150 kids) = £1,400 * 90 days
= £126,000 (this figure is obviously dependent on factors such as
weather, location, marketing etc.). Where the exhibition is rented
out to an existing science centre, science festival or other such location,
a flat rental fee as out lined above will be charged. This is envisaged
to be of the order of £1,500 per day, with potential reduction in this
rate for longer-term hire.
Grants: We will be applying
for grants based on the rest of the revenue required. It is hoped to obtain
both industrial and charitable sponsorship for the majority of the exhibits
constructed, thus reducing our expenditure in this area. Possible maintenance
grants to partially cover running costs are to be investigated.
Loans: If we are unsuccessful
with grant application we will apply for loans such as business development etc.
Donations: A number of registered
charities support educational initiatives, such as the proposed Sci Fi exhibition. A number of charities have a reputation of
sponsoring and/or donating funds to science centres and
it is hoped to obtain capital funds from this source.
•After
Touring
We could theoretically sell
equipment, providing it remains in a suitable condition. It is anticipated
that ca. a third of the original cost for interactive exhibits and
potentially a quarter of the lorries value (based
on the rather strange modifications) may be obtained. This is envisaged
to produce a return of a minimum of £100,000.
However, this income stream
is far from guaranteed. Indeed, Sci Fi could be old hat by then,
in which case we would have substantial difficulties in selling-on our
aggregated equipment. On a positive side is the fact that, with the resurgence
and in interest in the science fiction genre particularly with films such
as Star Wars, the cult-value of science fiction amongst the large UK student community, and the
public obsession with futuristic computer games, our future is in somewhat
safe hands.
•Summary
Never are financial prophecies
accurate, particularly in the field of science communication and science centres, and, as such, there is probably room for both error
and improvement in these figures. However, owing to both our limited experience
of both serious financial matters and science centre spawning we feel these
figures are to a significant degree accurate.
Project Overview
In summary, the proposed project is unique in terms of existing
exhibitions within this country. It is felt that support for this project
will pave the way for the production of an innovative, engaging, pathfinding and
ultimately successful science exhibition. The proposed exhibits cover
both the fundamental and more esoteric areas of science that contribute
substantially to the science fiction genre. We feel that there is a strong
market for such a product both within the leisure and educational industries.
The project itself, whilst requiring a large initial outlay,
will be self-financing whilst “on the road” and the initially short lifetime
may be extended substantially by rental of the exhibition to permanent
science centres both within the UK, Europe and, potentially further afield. The strong demand for exhibitions such as Sci Fi provides a strong revenue stream, safeguarding its long-term
viability.
The hands-on
and interactive nature of the Sci Fi visitor experience allows for an engaging and ultimately
enjoyable experience – one that will last a lifetime!
Exhibit Proposal 1
Exhibit Name: “Jovian Jalopies” was the prototype
title, for the final exhibit this may change to “Lunar Rovers”.
Psi—Phi Zone: The Engineering zone.
Exhibit Themes: Electronics, engineering, lunar surface,
investigation and experimentation
National Curriculum: The main hit here is in investigative
skills.
Ambience/activity: Hands-on, minds-on.
Complexity: Basic circuit building and vehicle design.
Length of use: 2-3 min plus, user can try many different
set ups trying to make the best rover.
Catchment: all age groups.
No. of simultaneous users: 4 max.
Source: Past years MSc BAYS work.
Sponsor: Possibly Lego or engineering company.
Materials: Electrical components, rubber bands,
cardboard, plastic, and pegs.
Maintenance: Replacement of parts.
Consumables: Batteries, electrical components, car bases,
rubber bands and wheels.
Services: ?
Budget: £20,000
Size(mm): ~ 780H, 2000W and 1500L
The idea behind the exhibit is that the visitor gets to make up their own
moon rover from some components provided. They can then test their rover
on a lunar like surface. Once tested they can then change
their design to include more motors or batteries, changing the weight of
the rover or the size of wheels.
The science bit
Lunar rovers were used on Apollo
missions 15, 16 and 17. After each of the missions they were left behind on
the moons surface when the astronauts left.
Their
design was of a four-wheeled electric car that ran off batteries. They
had a top speed of only 14 km/h or 9mph. The vehicles carried cameras to
record images of the missions and surface, antennae for communication with
ground control and bags to carry the many rock and dust samples. But most
surprising of all, the rovers travelled to the moon folded against the
outside of the lunar module.
Prototype exhibit
A prototype of the exhibit was put together.
These prototypes consisted of
a cardboard base with some wooden pegs glued on to the underside. The top
of the cardboard then had two motor holders glued to them, with the rest
of the exposed cardboard being covered in Velcro. Wheels were wooden circles
of many different sizes with small holes in the middle where a stick could
be fixed.
A lunar
surface was made out of a polystyrene sheet, which had craters cut into
it. This was then covered in material and glue, before being painted.
The
lunar rovers could then be tested on this surface.
Battery packs could be velcroed down and wires were provided to connect them to
the motors. Finally rubber bands of various sizes were provided to connect
the wheels to the motors.
Final exhibit
For
the final exhibit a large lunar surface about 2m by 1.5m would be constructed
on which the cars could run.
The
cars themselves will be made out of lightweight plastic that is moulded
to look like the real lunar rovers. With the components which
can be added also being moulded to look like really rover parts. So
the vehicles produced by the visitors really will look like really lunar
vehicles.
The
system for connecting up all of the components will be a plug-in system,
the type used in electronic kits in schools. This should make the wiring
open to all. Velcro will still be used to add components to the main rover
body.
This exhibit allows for really investigation and experimentation
for the visitor. They can try changing whatever they want to try and make
the best rover.
In line with the rest of the exhibits the labelling will
only be basic in their instructions, it is hoped that this will add to
the visitor experience of investigation. Further information will be made
available for those who want to know more.
The lunar surface will be made out of a plastic moulding,
with the table base being constructed out of MDF that is also has a plastic
coating of the appropriate colour. The table will allow access for wheelchair
users.
Risk considerations
The
MDF used for the table construction should be of fireproof grade and the
table should not have any sharp edges. The table should provide no holes
for prodding fingers to get caught in. It should also be stable to deal
with people leaning onto it.
All
parts of the lose components should pass the chock test and be of lightweight
construction.
Exhibit Proposal 2
Exhibit Name:
The working title for the prototype was “Suck it in & Spit it out”, for the final exhibit I would look at changing it to “Black
Hole/ White Hole”
Psi Phi Zone: The exhibit will
be housed in “Mission Control”
Exhibit
Themes: Forces, Motion, Maths, Quantum Mechanics, The Earth
and beyond
Exhibit
summary: The visitor rolls a ball towards the black hole, it
then spirals in towards the centre of the black hole where it disappears.
The ball rolls down a pipe until it falls into an air stream provide
by a blower. This then blows the ball along a pipe and out into the air
through a white hole.
National
Curriculum: For KS 3 the black hole shows the movement
of an object in a gravitational field (not main idea of exhibit but workable).
For
KS 4 and above the full exhibit set up can be used to talk of Black holes,
the force of gravity, evolution of stars and the
quantum mechanical predictions of White holes.
Ambience/activity: Hands on/Minds on.
Complexity: Using only the black hole a gravitational
field such as that of the sun can be shown in a simple way. In its complete
form the exhibit presents a more complicated challenge to the user, especially
the quantum mechanical proof for a white hole and the idea of wormholes.
Full understanding is very complicated.
Length
of use: Upwards of 1 minute, the ball emerging
from the white hole will hopefully stimulate continued use by the users.
Catchment: Complicated
ideas but entertaining to all.
No.
of simultaneous users: Max of 3.
Source: MSc group effort.
Sponsor: ?
Materials: MDF, plastic coating, plastic balls and
electronics for the blower.
Maintenance: Monthly filter clean, PAT testing after
each move.
Consumables: Plastic balls (i.e. Ping-pong balls)
Services: Mains electricity
Budget: £25,000
Size
(mm): ~780H, 1250W and 2500L (Subject to tests
with larger scale mock-ups)
The Science bit
Black
Holes
When a high-mass star comes to the end of its life it can give rise to
a body too massive to be supported by degenerate pressure, and so collapses
to a single point of infinite density. We call such a body a black hole.
It is a place of intense gravity from which not even light can escape. Matter
falls into a black hole and literally disappears from the universe. Once
3 solar masses of matter is squeezed into a sphere
18km in diameter, it literally disappears from the observable universe.
The surface of space far from the black
hole is flat, because its gravitational effects are weak there. Nearer
the black hole however gravity is strong and the curvature of space is
severe.
White
Holes
The
laws of quantum mechanics allow a black hole to emit particles. This involves
a process known as Black Hole Evaporation. Quantum uncertainty allows pairs
of particles and antiparticles to appear out of the empty space right outside
the border of the black hole. One of the pair may fall into the hole,
while the other escapes, this is called “Hawking radiation”. As the black
hole emits particles in this way they lose mass and size, eventually disappearing.
For an idea of time scale for the process a black hole such as Cygnus X-1
we think will totally evaporate after roughly 1067 years, with
gigantic black holes taking between 1097 to 10106 years.
All of these evaporations will end in the same way, with a burst of particles
and radiation equal to that of the explosion of a billion megaton hydrogen
bombs, releasing about 1024 joules.
Where as we consider a black hole to be
an “information sink” in its final stages of evaporation a black hole
is pouring particles back into the universe.> It behaves like a “White hole”, dumping material with information
such as shape, size and colour back into space. So we can consider it
an “information source”.
Wormholes
In the SF vain the exhibit will
also raise the question of wormholes. In the 1930’s Einstein and Rosen
found that the geometry of a black hole could connect our universe with
a second area of space and time. This is called the “Einstein-Rosen bridge”.
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This
bridge can therefore connect our universe with itself, forming a wormhole.
Could this be a shortcut across space or even a doorway to another universe?
Detailed
calculations have revelled that the powerful gravity would cause the wormhole
to collapse almost as soon as if forms. So to get from one side to the
other you would have to travel through the wormhole at the speed of light,
which is not possible. Still try to SF tradition recently physics have
speculated that a technologically advanced civilization could develop a
means of using pressure to produce a form of antigravity strong enough
to keep the wormhole open.
Prototype exhibit
A working prototype was constructed.
It consisted of simply the black and white holes, some tubing and a large
air blower.
The
black and white holes were made out of pieces of perspex, one of each had a
hole cut in the centre while the other was simply the outer rim, using
wooden struts to hold the pieces apart. Some material was stretched into
a cone shape and then glued in place.
The blower used was borrowed from Techniquest and was normally used to
demonstrate the Bernoulli effect and the tubing
used was from off cuts that of that being used in the wet area.
The first thing we learned from the prototype was that we would have to
get hod of a much quieter blower. The one used
was very noisy and brought the room to a standstill whenever it was used. Secondly that we would have to look at ways of controlling the speed
of the balls as they emerge from the white hole. Our first attempts
saw them emerging with deadly speed. Thirdly we found that we needed to modify
the design of the white hole, the balls kept hitting the upper rim of the perspex and
then falling out of the bottom. To combat this a cardboard
bottom was added to the white hole. This stopped the balls from falling out
and luckily acted as a brake to the speed of the balls which now rose slowly
from the hole, raised to about a foot in the air and then fell to the side.
Secondly, the inside of the white hole was reshaped by pulling it in slightly, this
funnelled the balls straight to the exit hole.
Final Exhibit
The exhibit is housed in a one piece table
which is oval in shape to fit in with the rest of the exhibition. The two
holes are housed in the centre of the table in two squares.
The
Black hole sinks down into the table. It is coloured blue and shows 3 possible
light paths along which the balls may roll. The first takes the ball straight
past the black hole without entering. The second just catches the edge
of the hole and its direction of travel is chanced but still the ball does
not enter and lastly we have the path caught by the black hole, which sees
the ball spiralling into the centre. This is separated from the white
hole by a raised rim, which also runs all the way around the two squares
to attempt to keep the balls on the table.
The
white hole then raises up out of the base of the
table from the middle of a square that is sunken into it. It rises up in
the inverse shape to that of the black hole. Once the ball has risen out
through the hole it should slowly raise about a foot in the air above the
exhibit, before dropping down the side and resting in the sunken square
until it is used again.
The
table as a hole is constructed out of MDF, which has then been coated in
a plastic covering of appropriate colour. This will allow for a light weight
design that also protects the electronics inside, as well as being durable.
This covering will also conceal the plastic tubing linking the two holes,
this is to try and discourage the exhibits link to wormholes. The holes
themselves will be made out of plastic.
The sloping design of the tables
should allow for wheelchair access to the exhibit.
The
instruction labelling is kept basic in line with the rest of the exhibits.
This
was decided as to encourage the visitor to investigate for themselves,
although for an exhibit with such a potentially complicated science background
further information will be made available.
Risk considerations
The MDF used for the table housing such
be fireproof grade and the plastic coating should have smoothed corners.
All corners including those of the edges of the squares should also be
rounded.
The only open holes should be those of
the black and white holes. The hole structures
should be solid enough to take the weight of young children who may decide
to chase the balls down inside the exhibit. The table is only at a height
of 780mm which should be low enough to prevent children falling from the
exhibit and hurting themselves.
He large base of the table will
provide the required stability for safety.
The balls themselves need to be large enough
to not be swallowed, about the size of those used in TQ for “Orbits”. They
also need to be made of a light weight material which would not hurt a
visitor if they are looking down into the white hole as the ball appears.
Also to note is the speed at which the balls exit the white hole, it should
be at a slow and gentle pace.
For the electricity supply PAT testing
and other electrical requirements should be observed (mains connections,
installation, Earthing, Fuses, EMC, immunity,
conducted emissions and radiated emissions).
As was troubling during prototyping the
noise level from the air blower should be limited to low levels. This air
blower will also require a clean filter so that dust does not blow into
the visitors eyes.
References
- Blake, M., “Science fiction in the classroom”, Physics
World, 14(1), 2001, 16.
- Department of Education and Employment; Qualifications
and Curriculum Authority,
- DK Multimedia, “Eyewitness Encyclopedia of
Space and the Universe”,1996
- Fraser, Lillestol & Sellevag, “The search for infinity”,1994
- Kaufmann W.J, “Universe”, 4th edition, 1996
- The National Curriculum for England, Science, Key Stages
2-4.
- White, H., Module 5 Handout – Exhibit
Development, Techniquest, 2001.
- White, H., Module 5 Handout
– Exhibit Paperwork, Techniquest, 1994.
Sci-Fi exhibition team included
Sam Cherryman, Dan Ryan and Allan Paterson.
Appendix A
Exhibition Colour Scheme
| Black |
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| Yellow |
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| Purple |
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| Red |
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| Silver |
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Appendix B
Exhibition Layout – Main Vehicle Design
Main Vehicle
Operational Mode
Appendix C
Existing Exhibitions
Information taken from
ASTC webpage : http://www.astc.org
Exhibition name: STAR TREK: Federation Science
STAR TREK: Federation Science is a blockbuster science exhibition
designed and produced by the Oregon Museum of Science and Industry (OMSI)
in collaboration with Paramount Pictures, Inc. This highly interactive
exhibit utilises the popular and fascinating phenomenon of STAR TREK: to
promote science and technology literacy among people of all ages. STAR
TREK provides a vision of the future that portrays positive advances in
education, medical care, the environment, and human relations. The message
is strong: In order to participate in this grand adventure, a knowledge
and interest in science and technology is essential! In STAR TREK: Federation
Science, visitors explore physics, practical astronomy and physiology,
along with principles behind propulsion, medical science and life support
systems.
Areas reminiscent of locations on board the Starship EnterpriseTM;
are found in the exhibit, including Engineering, Sickbay, a Transporter
Room, science stations, and the famous Bridge as the centrepiece. Video
introductions from STAR TREK: THE NEXT GENERATION; cast members, as well
as costumes, props and photographs from the various STAR TREK television
series and movies, provide an entertaining and familiar atmosphere.
Bridge - Participate in computerised mission simulations involving
navigation, velocity, orbits, star and planet features, and remote sensing.
Successfully complete your mission and activate a starship manoeuvre on
the 120- inch viewscreen, similar to that on the Starship Enterprise.
Engineering - Explore matter/antimatter reactions as an energy source
and gain an understanding of cosmic rays, particle physics, gravity, and
action/reaction principles.
Sickbay - Discover properties of vaccines and antibodies and use
a “Propaq” unit, today’s best equivalent of STAR TREK’s “tri-corder” to
measure pulse, blood oxygen levels and electrocardiograms.
Science
Stations, Life Support and Away Team -
Learn about life support systems, gravity, spectroscopy, and gas giants.
Merge your image into that of an alien and go for a “moon walk”. Experience
the latest technology in virtual reality as you “beam” yourself to another
planet in the Transporter Room.
Topic
areas: Astronomy; Energy: Power production; Other Sciences;
Physics: General; Scientific Method
Size: 5,000 sq ft
Cost: $85,000 / 3 month venue plus shipping
Requirements:
4,000 - 6,000 square feet
110 VAC 20 amp power, 5 HP compressed air supply (minimum
10 CFM @80 PSI)
Minimum door opening for crates of 8’ x 76’ minimum ceiling
height of 12? (preferably 16?)
Ability to control temperature, humidity and lighting
COMPONENTS:
Over 30 hands-on participatory exhibits including videos,
artefacts, costumes and memorabilia
Thematic
areas:
The Bridge Engineering Sickbay
Away Team
Science Stations and Life Support
Shipping:
Approximately 80 crates plus blanket-wrapped items
Shipped in five 48 ft. climate controlled trailers
Supplementary
Materials:
Instruction Manual
Marketing Kit
Published Teacher’s Guide
Published Exhibition Guide
Interpreter’s Guide
Retail / Merchandising Information
Availabity:
Spring 2002
Exhibit areas are not exact replicas of the Starship Enterprise,
but are designed to be similar.
Other
Requirements:
Rental Fee in U.S. Dollars $85,000
Rental Fee in Other Currency
Rental Period: Typically 3 Months
Other Costs: Shipping
Deposit
Discount for ASTC Members
Shipping Requirements
Date Tour Begins: 01/01/97
Date Tour Ends: 05/01/2002
Start date of available bookings: N/A
Exhibition name: Robotics
Adults and children have long been fascinated with the connection
between man and machines. Now they can explore the similarities between
humans and robots as they learn how each senses, thinks, and acts. Robotics
lets visitors discover for themselves what robots are, what they can do,
and how this technology is changing our future.
What makes Robotics special is that the technology is being
applied in unique ways that will help visitors of all ages, skills, and
backgrounds learn more about computers, engineering, artificial intelligence,
career opportunities, and themselves. To meet the needs of young learners,
the exhibit also has an area which encourages experimentation and creativity.
In 21 components spanning seven thematic areas (Introduction
to Robots; Sensing; Thinking; Acting; Applications; Kids’ Zone; Robots
and Pittsburgh), visitors discover what robots are, what they can do, how
they differ from humans, and why this technology is changing our future. This
world of robots stimulates learning about the science behind the design
and operation of robots. Shoot hoops with a seven-foot-high mechanical
arm, talk with an android, and race a robot against the clock. The exhibit
is supplemented by extensive marketing, educational, and operations manuals.
Recent
venues:
Museum of Science and Industry, Tampa FL (David Junod, 813
987 6342), Museum of Science, Boston MA (Peter Garland, 617 589 0286),
Franklin Institute Science Museum, Philadelphia, PA; Gulf Coast Exploreum,
Mobile, AL (Scott Osborne); The Science Place, Dallas TX (Jeff Courtman,
214.428.5555) OMSI, Portland, OR (Janelle Jones); Science World,DBC Canada(Mila
Cotic)
Requires 135 lbs/square-foot floor strength; 15-foot ceiling
height; compressed air; 1 1OV, 208V, and 220V single- and three-phase electrical
power.
Topic
areas:
Technology-General
Size: 5,500 sq ft
Entrance
Module:
Animatronic
Tie Your Shoes (4)
Tie Your Shoes head
Motion Detector
Multiple Sensors
Make My Machine
Backhoe Arm
Trace/Retrace
ABB Basketball Arm
Adept Sorting Arm
Dynavox
Drawing Arm
Mr. Walker
End Effectors(3)
Valient Programming (Demo)
Follow That Line (Demo)
Logic Tree
ROBOTIX tables (2)
Dante II
Terragator
Sonar Sensor
Multimedia Kiosk
Other
Requirements:
3 Phase Electricity, Compressed Air, 141 Lb/Sq Ft For Abb
Arm. 6000 Lb
Forklift
Rental Fee in U.S. Dollars: $135,000
Rental Period: Three Months
Other Costs: in bound shipping
Deposit: $25,000.00 with signed contract
Discount for ASTC Members: six month venues discount at $225,000.
Shipping Requirements: three 53 ft trucks
Date Tour Begins: 01/01/97
Date Tour Ends: 01/01/2005
Start date of available bookings: selected venues 2001; 2002;
2003 onward.
Planetary Landscapes: Sculpting the Solar System
Imagine passing your hand through a cauldron of billowing,
moist fog, or creating a network of streams in fine powder. Visitors will
be able to experience these phenomena in Planetary Landscapes: Sculpting
the Solar System, an exhibition produced by the new Chabot
With funding from the National Science Foundation, Chabot
has collaborated with internationally acclaimed artist Ned Kahn to create
twelve interactive sculptures - visual and tactile analogies to natural
processes which entice viewers to observe more closely forces that exist
on Earth and elsewhere in the solar system. In addition to favourites like
Aeolian Landscape and Turbulent Orb, Planetary Landscapes includes new
pieces created expressly for this exhibition. Dust Devil lets visitors
activate a shifting vortex of copper particles that suggests landscapes
on Mars. An undulating Sea of Clouds comes alive with waves and complex
convection patterns as viewers alter its currents, evoking cloud tops of
Jupiter and Venus and foggy valleys here on Earth. In Braided Stream, a
flow of air bubbling up through fine powder contained between two glass
plates creates a network of stream channels resembling those on Earth and
Mars.
While the primary focus of Planetary Landscapes is experiential,
the exhibition also includes twelve free-standing photomurals. Related
online curricula will be available for use by schools, thanks to funding
from NEC Foundation of America.
Components:
Aeolian Landscape
Braided Stream
Convection Cells
Cyclone
CaIdera
Jovian Cloud Tops
Dust Devil
Rift Zone
Sea of Clouds
Static Landscape
Tectonic Basin
Turbulent Orb
Requirements:
2,500 square feet
10-foot ceilings
Cost:
$28,000 member; $32,000 non-member for 12-week booking
Deposit $7,000
Shipping:
2 vans
MarsQuest
We are in the midst of a decade of Mars exploration which
is providing insights into the past, present, and future not only of Mars,
but of our own planet Earth. As we explore the Red Planet, we are dazzled
by its polar ice caps, sprawling extinct volcanoes, vast meteorite craters,
and huge canyons.
Providing visitors with a first-hand sense of exploration,
Mars Quest is organised around several Mars sites, each representing a
different geologic formation: Olympus Mons, the largest volcano in the
solar system; Valles Marineris, a valley as long as the United States is
wide; and Ares Vallis, the Pathfinder landing site. Each area makes comparisons
between Mars and Earth, giving visitors a sense of Mars as a real place.
Sixteen hands-on interactive devices, five computer stations,
and seven models invite visitors to play the part of explorers. Visitors
can send commands to manoeuvre a rover over a simulated Martian landscape
and use NASA software to explore the Pathfinder landing site in 3-D. They
can experiment with collage puzzles to learn how scientists assemble larger
planetary views from many small images.
Visitors can build model landscapes and use a laser altimeter
to create a three-dimensional image. Ned Kahn’s large-scale Volcano and
two smaller versions allow visitors to create shield volcanoes with flow
channels. Visitors can also access current information on recent discoveries
about Mars.
Additional components include a 30-minute planetarium show
(narrated by Patrick Stewart) from Loch Ness Productions, and a self-contained
high definition theatre that provides a contemplative environment and a
series of “imagination trips” to the destination sites on Mars. Comprehensive
educational materials, a teacher workshop, and a staff training program
are also included.
Components:
Pathfinder landing site and remote rover test bed
3-foot Rotating Mars globe
Sojourner and Yogi models
What’s New on Mars computer station
Mars/Earth gravity comparison
Where was this picture taken?
Volcanic eruption
Fog basin
Hands-on topography
Image processing
Laser altimeter
Hot and cold globes
Virtual planets
Exploration timeline
Composite photo puzzle
Touchable canyon
Lighting the surface of Mars
Mitsubishi Digital Imagination Theatre
30-minute planetarium show
Education materials, a teacher workshop, and staff training
program
Requirements:
4,500 square feet
12-foot ceilings
Staffing
Shipping:
3 vans
Cost:
$75,000 members,
$80,000 non-members for 12-week booking
Exhibit Design photos
The work in progress (well kinda!) |
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The Original plan and model |
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The Lunar rovers |
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White/Black holes |
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Rocket |
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Bernoulli Rocket |
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Spaceman |
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Misc. |
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