5-E CLASSROOM STEM ACTIVITY: HOW DOES FASHION RELATE TO STEM? - WEARABLE TECHNOLOGY CIRCUIT DESIGN

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1 5-E CLASSROOM STEM ACTIVITY: HOW DOES FASHION RELATE TO STEM? - WEARABLE TECHNOLOGY CIRCUIT DESIGN Daniel M. Nichols, MA, MDiv, MBA STEM Jobs SM

2 FASHION SCIENCE // LOOKING GOOD STARTS WITH STEM WEAR YOUR STEM SKILLS ON YOUR SLEEVE How does Fashion relate to STEM? SCIENCE, TECHNOLOGY, ENGINEERING AND MATH HAVE MORE TO DO WITH CLOTHING, SHOES AND JEWELRY THAN YOU MIGHT HAVE EVER REALIZED. BY STEPHANIE PETIT Afraid to go into STEM because it might mean giving up your sense of style in exchange for a white lab coat? Not even close to the truth! In fact, with a STEM degree, you could engineer the next big thing in fashion. In fact, at most colleges, fashion or textiles falls under the Department of Agriculture because of textile design. Is modeling a STEM job? Chemistry Materials used for making fabric are composed of molecules, atoms and chemical compounds. With some knowledge in chemistry, a STEMer may just develop a new type of material that changes the runway. Maybe it s a luxury fabric or perhaps it can keep people warm without being too heavy people would definitely pay top dollar for that in the winter! Chemistry is also important to understanding dyeing fabrics different colors. Material Science Fashion designers have to understand how fabrics are developed. Some are natural, some are synthetic, and all are more complicated to make into clothes than you d imagine. Geology Where do you think early makeup came from? Historians have found evidence of cosmetics dating back to ancient Egypt and Greece where people used minerals and stones to paint their faces. Technology Fashion designers frequently use computer programs in the beginning stages of design. Computers make trying out different ideas a lot easier than sketching with pencil and paper. In addition, a lot of technology comes in the form of accessories nowadays. You ve heard of smart watches, but once the technology has been mastered, fashionistas will seek stylish ways to wear their new wrist candy. Mathematics Cutting and sewing material takes meticulous measuring. Even a couple centimeters off can make or break an outfit. Ratios and proportions are important to understand to ensure clothes flatter a body, and algebra is needed to figure out pricing of garments. 4 SPRING 05 // STEMJOBS.COM

3 5-E CLASSROOM STEM ACTIVITY: WEARABLE TECHNOLOGY CIRCUIT DESIGN Here are some ideas for how high school teachers could use this story as a launching point for integrated STEM learning. Our activities follow the 5-E Learning Cycle Model, and the activity below is intended to last three to four -hour class periods (although portions of the activity could be used in shorter time periods). Part : Engage Have Students read the STEM Jobs SM article: How Does Fashion Relate to STEM? and this article on wearable technologies: electronicdesign.com/digital-ics/wearable-technologies-present-packaging-challenges I) If you haven t covered the basics of electricity and electrical circuits, here s a simplified site to review with students: electronicsclub.info/electron.htm Next, watch the video on how to sew a circuit with conductive thread: youtu.be/jcjjyy6rqwu?list=pla099f7a4e095d Pose questions to students, like: What kinds of design challenges do wearable technologies present? What wearable technologies are you aware of and how are they integrating technology? In addition to body heat, what other constraints do wearable tech designers face? How do you think that wearable technology will impact future fashion trends and possibilities? Part : Explore Place students in groups of -4 and give groups the following task: Today, your group will be designing a wearable circuit pattern for prom. The design challenge is to embed a series of LEDs (light emitting diode) that light up when the prom couple holds hands. Your presentation must include the following: I) A design sketch for the LED configuration and wiring (circuit) design for the dress and the suit. A) Mark the positive to negative flow of a conventional circuit. B) Mark the location of the processing unit, LED locations and any switches. II) Sketch a circuit design plan for completing the circuit while the couple holds hands. A) Use the illustration on the next page for ideas about design concepts currently in use in wearable technology. III) One of the key considerations in wearable technology is skin sensitivity, either from the radiant heat of a device, friction while wearing the device or due to the materials. For this experiment, students will be mostly concerned with heat and should utilize the tables and assumptions below to determine whether their design strategy can be comfortably warm due to the heat emitted during operation and skin tolerances. Use the assumptions and tables below to determine the heat output of your design. A) Assume the processing unit to operate normally with 5 LEDs at 7º C B) Every 0 additional LED lights increases the operating temperature of the processing unit by º C C) Assume the ambient temperature of the room to be º C

4 Part : Explain Have students present their plans to the class. Encourage students to give feedback to the other groups on their presentation. Discuss the similarities and differences between strategies with the class. Categorize each design type, the goals students were trying to achieve and the strategies they employed. Engage students in discussing scientific principles involved in their project and how physics and engineering concepts play various roles in achieving desired outcomes. Part 4: Elaborate Have student groups investigate other types of wearable technology challenges and solutions: I) Using the same requirements, have them research and determine design strategies with the following constraints: A) Both sets of clothing must have independent and dependent circuits and LED designs. ) How does this affect heat and processing capacity? B) Only one processor may be used. C) Prom is held in both indoor and outdoor settings where the ambient temperature changes by 0 percent. D) The processing units must be worn on the wrist. There are a variety of web resources for students to investigate here are a few but encourage your students to discover and share others: news.discovery.com/tech/alternative-power-sources/body-heat-could-charge-future-wearable-tech-4045.htm engadget.com/04/0/4/wearable-skin-sensitivity Advanced classes may want to investigate the following resource for deeper information about heat transfer and dissipation in wearable technology design: cc.gatech.edu/~thad/p/0_0_power&heat/heat_diddipation_iswc98.pdf

5 Part 5: Evaluate Have each student summarize their experience (or journal) with notes about how concepts in physics, mathematics and other sciences are relevant to wearable technology and fashion design. Ask them to record at least three specific examples from either videos they watched or the presentations they made. Common Core Math Standards: CCSS.Math.Content.HSA.SSE.A.. Interpret expressions that represent a quantity in terms of its context. CCSS.Math.Practice.MP. Construct viable arguments and critique the reasoning of others. Next Generation Science Standards: HS-ESS-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. HS-ETS- Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability and aesthetics as well as possible social, cultural and environmental impacts.

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