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“I know that I am mortal by nature, and ephemeral;
but when I trace at my pleasure the windings to and fro of the heavenly bodies,
I no longer touch Earth with my feet:
I stand in the presence of Zeus himself and take my fill of ambrosia.”
— Ptolemy, “Mathematike Syntaxis” 150 A.D
Galileo Demonstrating His Telescope In 1609
Planetariums in schools and colleges play a central in enhancing astronomy and astrophysics education. They provide immersive experiences that can ignite students’ interest and curiosity about the universe, making complex astronomical concepts more comprehensible and engaging.  Observatories do much that but with direct access to telescopes and other observational tools — frequently away from campus — thus allowing them to engage in hands-on learning and real-time data collection.
Establishing research and teaching programs present special occupancy challenges. The cost of high-quality telescopes and equipment, along with the need for a suitable location with minimal light pollution, can be substantial. Additionally, schools require trained staff to guide students in using the equipment and interpreting data. Weather conditions and geographical location also impact the effectiveness of observatories. Despite these hurdles, the educational value of observatories is immense, providing students with unique opportunities to explore the universe and cultivate a passion for scientific inquiry.
The International Building Code includes various sections that address safety requirements relevant to observatories and planetariums. Key parts of the IBC that cover these requirements include:
Chapter 3: Use and Occupancy Classification
Section 303: Assembly Group A. Planetariums and observatories often fall under Assembly Group A due to their function as places where people gather for educational and entertainment purposes. Specific occupancy types and associated requirements will be detailed here.
Chapter 4: Special Detailed Requirements Based on Use and Occupancy
Section 410: Stages, Platforms, and Technical Production Areas. While not specific to planetariums, this section provides guidance on assembly spaces, which may be applicable to the design and safety considerations for the auditorium areas in planetariums.
Chapter 11: Accessibility
Section 1103: Scoping Requirements. This section ensures that buildings are accessible to individuals with disabilities, which is crucial for public facilities like planetariums and observatories.
Section 1104: Accessible Routes. Requirements for accessible paths to ensure ease of access to and within the facility.
Chapter 12: Interior Environment
Section 1203: Ventilation. Adequate ventilation is essential in enclosed spaces like planetariums to ensure air quality and comfort.
Section 1205: Lighting. Ensuring appropriate lighting levels and types, which is crucial in areas like control rooms and observational spaces.
Chapter 15: Roof Assemblies and Rooftop Structures
Section 1509: Rooftop Structures. Covers the installation and safety of rooftop observatories, which can include structural requirements and access considerations.
Chapter 16: Structural Design
Section 1604: General Design Requirements. Ensures that the structure can support both the static and dynamic loads associated with heavy equipment like telescopes.
Section 1607: Live Loads. Specific load requirements for observatory equipment and public assembly areas.
These chapters collectively ensure that planetariums and observatories are designed and constructed with safety, accessibility, and functionality in mind. For detailed information, it is recommended to refer to the latest edition of the IBC and consult with a professional knowledgeable in building codes and standards.
World Astronomy Day is Saturday, and to celebrate we are showing off some of our favorite pictures of the Albion College Observatory. The Albion College Observatory was constructed from 1883-1884 under the direction of Dr. Samuel Dickie. #ThrowbackThursday#TBT#MyAlbionpic.twitter.com/ixgtAMlP4z
Designing and building a telescope for teaching and light research at a college or university requires a detailed consideration of both the telescope itself and the supporting infrastructure. Here are the central architectural features:
Telescope Structure:
Optical System:
Aperture Size: A medium to large aperture (typically 0.5 to 1.5 meters) to gather sufficient light for educational and light research purposes.
Mount: A sturdy, precise mount (equatorial or alt-azimuth) to support the telescope and ensure smooth tracking of celestial objects.
Enclosure:
Dome or Roll-Off Roof: A protective structure to house the telescope, with a retractable roof or dome to allow for unobstructed viewing.
Material: Weather-resistant materials such as aluminum or fiberglass, designed to protect the telescope from the elements.
Control Systems:
Computerized Controls: For automatic tracking and alignment of celestial objects, often including software for scheduling and managing observations.
Remote Operation Capabilities: Allowing students and researchers to control the telescope remotely for data collection and analysis.
Support Infrastructure:
Observation Deck:
Viewing Platforms: Elevated platforms around the telescope for students to observe through the telescope and participate in hands-on learning.
Safety Features: Railings and non-slip surfaces to ensure safety during nighttime observations.
Control Room:
Location: Adjacent to the telescope enclosure, with visibility to the telescope for direct supervision.
Equipment: Computers, monitors, data storage, and communication equipment to control the telescope and process observational data.
Classroom and Lab Spaces:
Multipurpose Rooms: For lectures, demonstrations, and data analysis related to astronomy and telescope use.
Laboratory Equipment: Spectrometers, cameras, photometers, and other instruments for conducting light research and analyzing data collected from the telescope.
Data Processing and Storage:
Computing Facilities: High-performance computers and software for analyzing astronomical data.
Data Storage Solutions: Secure and scalable storage for large volumes of observational data.
Accessibility Features:
Elevators and Ramps: To provide access to all areas of the facility, including the observation deck and control room.
Adapted Equipment: Adjustable eyepieces and controls to accommodate users with disabilities.
Lighting:
Red Lighting: Low-intensity red lights for night-time use to preserve night vision while allowing safe movement.
Exterior Lighting: Shielded lighting around the facility to minimize light pollution and ensure optimal observing conditions.
By integrating these architectural features, a college or university can create a functional and effective observatory that supports both teaching and light research in astronomy.
Designing and building a planetarium for public use involves careful consideration of various architectural features to ensure functionality, aesthetics, and a positive visitor experience. Here are the central architectural features required:
Dome Structure:
Shape and Size: The dome must be a perfect hemisphere to provide an unobstructed view of the projected sky. The size should be large enough to accommodate the intended audience while ensuring good visibility from all seating positions.
Material: Typically constructed from aluminum or fiberglass, with an inner surface coated to enhance the projection quality.
Projection System:
Projectors: High-resolution digital projectors or traditional optical-mechanical projectors are essential for displaying realistic night skies, astronomical phenomena, and educational shows.
Sound System: High-quality surround sound systems to complement visual projections, enhancing the immersive experience.
Seating Arrangement:
Tilted Seats: Reclined and tiered seating ensures all viewers have an unobstructed view of the dome.
Accessibility: Include spaces for wheelchairs and accessible seating to accommodate all visitors.
Control Room:
Location: Typically located at the rear or side of the planetarium for ease of access and control.
Equipment: Houses computers, projection equipment, sound systems, and control panels for show operations.
Entrance and Exit Points:
Flow Management: Design multiple entrances and exits to manage the flow of visitors efficiently and safely, avoiding congestion.
Accessibility: Ensure entrances and exits are accessible for all, including ramps and elevators as needed.
Lobby and Reception Area:
Ticketing and Information Desks: Central area for purchasing tickets, obtaining information, and gathering before shows.
Displays and Exhibits: Interactive exhibits and displays related to astronomy and science to engage visitors while they wait.
Lighting:
Adjustable Lighting: Capability to control lighting levels to facilitate different show requirements, including complete darkness for optimal viewing.
Safety Lighting: Emergency lighting and pathway lights for safe movement in low-light conditions.
Climate Control:
HVAC Systems: Efficient heating, ventilation, and air conditioning to maintain a comfortable environment for visitors and protect sensitive equipment.
Acoustic Design:
Soundproofing: Proper insulation and soundproofing to ensure external noise does not disrupt shows and internal sound is clear.
Acoustic Treatment: Materials and design features to enhance sound quality and reduce echoes within the dome.
Educational and Interactive Spaces:
Classrooms and Labs: Spaces for educational programs, workshops, and hands-on activities related to astronomy.
Interactive Kiosks: Digital kiosks with interactive content to engage visitors in learning about astronomy and space science.
Accessibility Features:
Elevators and Ramps: For easy access to different levels of the planetarium.
Signage and Information: Clear signage in multiple languages and formats (e.g., braille) to assist all visitors.
Exterior Design:
Aesthetic Appeal: The exterior should be inviting and reflect the scientific and educational purpose of the planetarium.
Landscaping: Incorporate outdoor spaces, such as gardens or open-air exhibits, that complement the planetarium experience.
Parking and Transportation:
Ample Parking: Provide sufficient parking spaces, including spots for buses and accessible parking.
Public Transit Access: Ensure the planetarium is accessible via public transportation for the convenience of all visitors.
These architectural features are essential to create a functional, welcoming, and educational environment in a planetarium for public use.
Michigan Technological University | Houghton County
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Note the following proposed changes in the transcript above: E59-24, F62-24, Section 323
Modular classrooms, often used as temporary or semi-permanent solutions for additional educational space, have specific requirements in various aspects to ensure they are safe, functional, and comfortable for occupants. Today we will examine best practice literature for structural, architectural, fire safety, electrical, HVAC, and lighting requirements. Use the login credentials at the upper right of our home page.
Structural Requirements
Foundation and Stability: Modular classrooms require a stable and level foundation. This can be achieved using piers, slabs, or crawl spaces. The foundation must support the building’s weight and withstand environmental forces like wind and seismic activity.
Frame and Load-Bearing Capacity: The frame, usually made of steel or wood, must support the load of the classroom, including the roof, walls, and occupants. Structural integrity must comply with local building codes.
Durability: Materials used should be durable and capable of withstanding frequent relocations if necessary.
Architectural Requirements
Design and Layout: Modular classrooms should be designed to maximize space efficiency while meeting educational needs. This includes appropriate classroom sizes, storage areas, and accessibility features.
Accessibility: Must comply with the Americans with Disabilities Act (ADA) or other relevant regulations, ensuring accessibility for all students and staff, including ramps, wide doorways, and accessible restrooms.
Insulation and Soundproofing: Adequate insulation for thermal comfort and soundproofing to minimize noise disruption is essential.
Fire Safety Requirements
Fire-Resistant Materials: Use fire-resistant materials for construction, including fire-rated walls, ceilings, and floors.
Sprinkler Systems: Installation of automatic sprinkler systems as per local fire codes.
Smoke Detectors and Alarms: Smoke detectors and fire alarms must be installed and regularly maintained.
Emergency Exits: Clearly marked emergency exits, including doorways and windows, with unobstructed access paths.
Electrical Requirements
Electrical Load Capacity: Sufficient electrical capacity to support lighting, HVAC systems, and educational equipment like computers and projectors.
Wiring Standards: Compliance with National Electrical Code (NEC) or local electrical codes, including proper grounding and circuit protection.
Outlets and Switches: Adequate number of electrical outlets and switches, placed conveniently for classroom use.
HVAC (Heating, Ventilation, and Air Conditioning) Requirements
Heating and Cooling Systems: Properly sized HVAC systems to ensure comfortable temperatures year-round.
Ventilation: Adequate ventilation to provide fresh air and control humidity levels, including exhaust fans in restrooms and possibly kitchens.
Air Quality: Use of air filters and regular maintenance to ensure good indoor air quality.
Lighting Requirements
Natural Light: Maximization of natural light through windows and skylights to create a pleasant learning environment.
Artificial Lighting: Sufficient artificial lighting with a focus on energy efficiency, typically using LED fixtures. Lighting should be evenly distributed and glare-free.
Emergency Lighting: Battery-operated emergency lighting for use during power outages.
By adhering to these requirements, modular classrooms can provide safe, functional, and comfortable educational spaces that meet the needs of students and staff while complying with local regulations and standards.
The latest version of the ICC/MBI Standard 1200 is the 2020 edition, specifically the ICC/MBI 1200-2020: Standard for Off-Site Construction: Planning, Design, Fabrication and Assembly. This standard, developed by the International Code Council (ICC) in collaboration with the Modular Building Institute (MBI), addresses the planning, design, fabrication, and assembly of off-site construction projects. It is part of a series of standards aimed at ensuring safety and compliance in off-site construction processes.
From a school district’s perspective, the two advantages of portable classrooms are low initial cost and short time between specification and occupancy. They are intended to provide flexibility to school districts, enabling quick response to demographic changes and providing the ability to be moved from one school to another as demographics change. In reality, portable classrooms are seldom moved and become permanent fixtures of the school.
Abstract:Â Hands-on experiences in engineering education are highly valued by students. However, the high cost, large size, and non-portable nature of commercially available laboratory equipment often confine these experiences to lab courses, separating practical demonstrations from classroom teaching. Consequently, mechanical engineering students may experience a delay in practical engagement as lab sessions typically follow theoretical courses in subsequent semesters, a sequence that differs from mechatronics, electrical, and computer engineering programs. This study details the design and development of portable and cost-effective control lab equipment that enables in-class demonstrations of a proportional-integral-derivative (PID) controller for the trajectory and speed control of a DC motor using MATLAB Simulink, as well as disturbance control. The equipment, composed of a DC motor, beam, gears, crank, a mass, and propellers, introduces disturbances using either propellers or a rotating unbalanced mass. All parts of the equipment are 3D printed from polylactic acid (PLA). Furthermore, the beam holding the propellers can be attached to Quanser Qube lab equipment, which is widely used in control laboratories. The lab equipment we present is adaptable for demonstrations, classroom projects, or as an integral part of lab activities in various engineering disciplines.
Anglosphere (United States, United Kingdom, Canada, Australia, New Zealand) ~ $31T (or ~32% of GGDP)
United States GDP $27T (or about 1/3rd of GGDP)
“Livres des Merveilles du Monde” 1300 | Marco Polo | Bodleian Libraries, University of Oxford
Today we break down consultations on titles relevant to the technology and management of the real assets of education communities in the United States specifically; but with sensitivity to the global education markets where thousands of like-minded organizations also provide credentialing, instruction, research, a home for local fine arts and sport.
“Even apart from the instability due to speculation, there is the instability due to the characteristic of human nature that a large proportion of our positive activities depend on spontaneous optimism rather than on a mathematical expectation, whether moral or hedonistic or economic. Most, probably, of our decisions to do something positive, the full consequences of which will be drawn out over many days to come, can only be taken as the result of animal spirits — a spontaneous urge to action rather than inaction, and not as the outcome of a weighted average of quantitative benefits multiplied by quantitative probabilities. Enterprise only pretends to itself to be mainly actuated by the statements in its own prospectus, however candid and sincere that prospectus may be. Only a little more than an expedition to the South Pole is it based on an exact calculation of benefits to come. Thus if the animal spirits are dimmed and the spontaneous optimism falters, leaving us to depend on nothing but a mathematical expectation, enterprise will fade and die; — though fears of loss may have a basis no more reasonable than hopes of profit had before.”
Extended Versions Certain standards are required to be read in tandem with another standard, which is known as a reference (or parent) document. The extended version (EXV) of an IEC Standard facilitates the user to be able to consult both IEC standards simultaneously in a single, easy-to-use document.
A partial list of projects with which we have been engaged as an active participant; starting with the original University of Michigan enterprise in the late 1990’s and related collaborations with IEEE and others: (In BOLD font we identify committees with open consultations requiring a response from US stakeholders before next month’s Hello World! colloquium)
IEC/TC 8, et al System aspects of electrical energy supply
We collaborate with the appropriate ANSI US TAG; or others elsewhere in academia.  We have begun tracking ITU titles with special attention to ITU Radio Communication Sector.
* A “Hello, World!” program generally is a computer program that outputs or displays the message “Hello, World!”. Such a program is very simple in most programming languages (such as Python and Javascript) and is often used to illustrate the basic syntax of a programming language. It is often the first program written by people learning to code. It can also be used as a sanity test to make sure that a computer language is correctly installed, and that the operator understands how to use it.
New update alert! The 2022 update to the Trademark Assignment Dataset is now available online. Find 1.29 million trademark assignments, involving 2.28 million unique trademark properties issued by the USPTO between March 1952 and January 2023: https://t.co/njrDAbSpwBpic.twitter.com/GkAXrHoQ9T
