to setting concrete situation up by installation might lead audience's reactions up to artist's purpose. so how we can set concrete situation up?
in Milgram's experiment, we can see that he set concrete situation up by an electrical shock machine seems like a torture installation.
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Wednesday 19 January 2011
Wednesday 12 January 2011
Who killed Zebra?
Who take the responsibility for the death of physical Zebra?
nobody take care of death of physical Zebra.
I came up some thoughts about that digital society killed many cultures.
for example, the physical text on the paper was decreased more and more than past decade, but virtual text in the web has dominated our physical world.
Zebra is metaphorical word to demonstrate physical text's death or life.
I'm now trying to find out the specific installation that the physical text's death of life can be showed
nobody take care of death of physical Zebra.
I came up some thoughts about that digital society killed many cultures.
for example, the physical text on the paper was decreased more and more than past decade, but virtual text in the web has dominated our physical world.
Zebra is metaphorical word to demonstrate physical text's death or life.
I'm now trying to find out the specific installation that the physical text's death of life can be showed
Tuesday 11 January 2011
To make concret situation will lead specific audience's behaviours up
The Milgram experiment shows the evidence that "situation dominates human behaviour".
Based on that social psychology experiment resulting, art installation, which generates specific situation or circumstance, might lead audience up to artist purpose.
Basically I've tried to figure out and create superficial elements or materials which can make fluctuation of human emotion or behaviour.
The Milgram experiment on obedience to authority figures was a series of social psychology experiments conducted by Yale University psychologist Stanley Milgram, which measured the willingness of study participants to obey an authority figure who instructed them to perform acts that conflicted with their personal conscience.
he subject was given the title teacher, and the confederate, learner. The participants drew slips of paper to 'determine' their roles. Unknown to them, both slips said "teacher", and the actor claimed to have the slip that read "learner", thus guaranteeing that the participant would always be the "teacher". At this point, the "teacher" and "learner" were separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition. The "teacher" was given an electric shock from the electro-shock generator as a sample of the shock that the "learner" would supposedly receive during the experiment. The "teacher" was then given a list of word pairs which he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair.
The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level. After a number of voltage level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease.
At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner.
If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:
the result of experiment
Before conducting the experiment, Milgram polled fourteen Yale University senior-year psychology majors to predict the behavior of 100 hypothetical teachers. All of the poll respondents believed that only a very small fraction of teachers (the range was from zero to 3 out of 100, with an average of 1.2) would be prepared to inflict the maximum voltage. Milgram also informally polled his colleagues and found that they, too, believed very few subjects would progress beyond a very strong shock.
In Milgram's first set of experiments, 65 percent (26 of 40) of experiment participants administered the experiment's final massive 450-volt shock, though many were very uncomfortable doing so; at some point, every participant paused and questioned the experiment, some said they would refund the money they were paid for participating in the experiment.
Milgram summarized the experiment in his 1974 article, "The Perils of Obedience", writing:
Based on that social psychology experiment resulting, art installation, which generates specific situation or circumstance, might lead audience up to artist purpose.
Basically I've tried to figure out and create superficial elements or materials which can make fluctuation of human emotion or behaviour.
The Milgram experiment on obedience to authority figures was a series of social psychology experiments conducted by Yale University psychologist Stanley Milgram, which measured the willingness of study participants to obey an authority figure who instructed them to perform acts that conflicted with their personal conscience.
he subject was given the title teacher, and the confederate, learner. The participants drew slips of paper to 'determine' their roles. Unknown to them, both slips said "teacher", and the actor claimed to have the slip that read "learner", thus guaranteeing that the participant would always be the "teacher". At this point, the "teacher" and "learner" were separated into different rooms where they could communicate but not see each other. In one version of the experiment, the confederate was sure to mention to the participant that he had a heart condition. The "teacher" was given an electric shock from the electro-shock generator as a sample of the shock that the "learner" would supposedly receive during the experiment. The "teacher" was then given a list of word pairs which he was to teach the learner. The teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. The learner would press a button to indicate his response. If the answer was incorrect, the teacher would administer a shock to the learner, with the voltage increasing in 15-volt increments for each wrong answer. If correct, the teacher would read the next word pair.
The subjects believed that for each wrong answer, the learner was receiving actual shocks. In reality, there were no shocks. After the confederate was separated from the subject, the confederate set up a tape recorder integrated with the electro-shock generator, which played pre-recorded sounds for each shock level. After a number of voltage level increases, the actor started to bang on the wall that separated him from the subject. After several times banging on the wall and complaining about his heart condition, all responses by the learner would cease.
At this point, many people indicated their desire to stop the experiment and check on the learner. Some test subjects paused at 135 volts and began to question the purpose of the experiment. Most continued after being assured that they would not be held responsible. A few subjects began to laugh nervously or exhibit other signs of extreme stress once they heard the screams of pain coming from the learner.
If at any time the subject indicated his desire to halt the experiment, he was given a succession of verbal prods by the experimenter, in this order:
- Please continue.
- The experiment requires that you continue.
- It is absolutely essential that you continue.
- You have no other choice, you must go on.
the result of experiment
Before conducting the experiment, Milgram polled fourteen Yale University senior-year psychology majors to predict the behavior of 100 hypothetical teachers. All of the poll respondents believed that only a very small fraction of teachers (the range was from zero to 3 out of 100, with an average of 1.2) would be prepared to inflict the maximum voltage. Milgram also informally polled his colleagues and found that they, too, believed very few subjects would progress beyond a very strong shock.
In Milgram's first set of experiments, 65 percent (26 of 40) of experiment participants administered the experiment's final massive 450-volt shock, though many were very uncomfortable doing so; at some point, every participant paused and questioned the experiment, some said they would refund the money they were paid for participating in the experiment.
Milgram summarized the experiment in his 1974 article, "The Perils of Obedience", writing:
The legal and philosophic aspects of obedience are of enormous importance, but they say very little about how most people behave in concrete situations. I set up a simple experiment at Yale University to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist. Stark authority was pitted against the subjects' [participants'] strongest moral imperatives against hurting others, and, with the subjects' [participants'] ears ringing with the screams of the victims, authority won more often than not. The extreme willingness of adults to go to almost any lengths on the command of an authority constitutes the chief finding of the study and the fact most urgently demanding explanation.
Ordinary people, simply doing their jobs, and without any particular hostility on their part, can become agents in a terrible destructive process. Moreover, even when the destructive effects of their work become patently clear, and they are asked to carry out actions incompatible with fundamental standards of morality, relatively few people have the resources needed to resist authority.
Tuesday 7 December 2010
How to make Ferro Fluid
Ferro Fluid
Once within the magnetic field of a magnet, the previously runny liquid suddenly starts to grow spikes which grow higher as the magnet gets nearer and these spikes then repel each other, causing the patterns to move and change shape.
Introduce two magnets and the fluid will create strings between them and the effects are unbelievable!
If you have never seen this liquid before, you will be absolutely amazed by it's fascinating reactions to magnetic fields.
We supply a kit containing a 20ml bottle of ferrofluid, a Pipette and a 90mm two piece Petri dish.
first4magnets.com
Ferrofluid: Magnetic Liquid Technology
A ferrofluid is a stable colloidal suspension of sub-domain magnetic particles in a liquid carrier. The particles, which have an average size of about 100Å (10 nm), are coated with a stabilizing dispersing agent (surfactant) which prevents particle agglomeration even when a strong magnetic field gradient is applied to the ferrofluid. The surfactant must be matched to the carrier type and must overcome the attractive van der Waals and magnetic forces between the particles. The colloid and thermal stabilities, crucial to many applications, are greatly influenced by the choice of the surfactant. A typical ferrofluid may contain by volume 5% magnetic solid, 10% surfactant and 85% carrier.
When a magnetic field is applied to a ferrofluid, the magnetic moments of the particles orient along the field lines almost instantly. The magnetization of the ferrofluid responds immediately to the changes in the applied magnetic field and when the applied field is removed, the moments randomize quickly.
In a gradient field the whole fluid responds as a homogeneous magnetic liquid which moves to the region of highest flux. This means that ferrofluids can be precisely positioned and controlled by an external magnetic field. The forces holding the magnetic fluid in place are proportional to the gradient of the external field and the magnetization value of the fluid. This means that the retention force of a ferrofluid can be adjusted by changing either the magnetization of the fluid or the magnetic field in the region.
The performance and operating life of a product that uses ferrofluid can be significantly affected by the characteristics of the ferrofluid. From ferrofluids with low evaporation rate or vapor pressure to ferrofluids with viscosity-optimized products, the characteristics of ferrofluid can dramatically shape the capabilities of the end product.
Thermal conductivity of a ferrofluid depends linearly on the solid loading. Fluorocarbon based ferrofluids have the lowest thermal conductivity of all commercial ferrofluids, therefore they are the least desirable materials for heat transfer applications.
In devices, ferrofluids come in contact with a wide variety of materials. It is necessary to ensure that ferrofluids are chemically compatible with these materials. The fluids may be exposed to hostile gases, such as in the semiconductor and laser industries; to liquid sprays in machine tool and aircraft industries; to lubricant vapors in the computer industry; and to various adhesives in the speaker industry. Furthermore, ferrofluids may be in contact with various types of plastics and plating materials. The surface morphology can also affect the behavior of the fluid. The selection of ferrofluid is carefully engineered to meet application requirements.
Additionally, ferrofluids may be expected to perform at temperature of 150°C continuously or 200°C intermittently, in winter conditions (-20°C) and space environments (-55°C). They may also be required to withstand nuclear radiation without breakdown.
High magnetization ferrofluids are of interest as they produce volumetric efficiencies of magnetic circuit designs leading to lightweight and lower cost products. They can also be used to reduce reluctance of magnetic circuits and fringing field thus increasing useful flux density in the air gap. The domain magnetization of magnetite ultimately limits the maximum magnetization value that can be realized in a ferrofluid.
In many applications, ferrofluid is an active component that contributes towards the enhanced performance of the device. These devices are either mechanical (e.g., seals, bearings and dampers) or electromechanical (e.g., loudspeakers, stepper motors and sensors) in nature. In other cases, ferrofluid is employed simply as a material for nondestructive testing of other components such as magnetic tapes, stainless steels and turbine blades. When correctly applied, Ferrofluid can produce dramatic improvements in a products' performance; or achieve a level of performance unattainable by any other technology or product.
Ferrotec Corporation (formerly Ferrofluidics) has led the development of Ferrofluidic® technology since 1968 and has worked closely with many companies as their new product teams incorporate ferrofluids in next-generation products. With a comprehensive fluid development and applications laboratories in both the US and Japan, and an experienced staff of scientists and engineers available to assist you, Ferrotec is well placed to help you solve your engineering challenges using ferrofluid.
The kit includes a ferrofluid Display Cell, a 50cc bottle of EFH1 ferrofluid, several magnets, gloves, a plastic syringe, pipettes, aluminum tins, and an easy to follow instruction booklet with detailed experiments and practical applications of ferrofluid based technology.
Ferrotec is working with leaders in the educational industry to offer our science kits and ferrofluids for use in classrooms and teaching workshops throughout the world.
Amazing Magnets
3943 Irvine Blvd #92
Irvine, CA 92602 USA
Tel: (888) 727-3327
Fax: (888) 275-5777
http://www.amazingmagnets.com
Applied Magnets
1111 Summit Avenue Suite #8
Plano, TX 75074 USA
Tel: (877) 801-9778
Fax: (972) 992-3998
http://www.magnet4less.com
Carolina Biological Supply Company
2700 York Road
Burlington, NC 27215-3398 USA
Tel: (800) 334-5551
http://www.carolina.com
Educational Innovations
362 Main Avenue
Norwalk, CT 06851 USA
Tel: (203) 229-0730
Toll Free: (888) 912-7474
Fax: (203) 229-0740
http://www.teachersource.com
Emovendo
HC 33 Box 90
Petersburg, WV 26847 USA
Tel: (304) 257-1193
Fax: (304) 257-1194
http://www.emovendo.net
Fisher Science Education
485 South Frontage Road
Burr Ridge, IL 60521 USA
Tel: (800) 955-1177
Fax: (800) 955-0740
http://www.fisheredu.com
Science Kit & Boreal Labs
PO Box 5003
Tonawanda, NY 14151-5003 USA
Tel: (800) 828-7777
Fax: (800) 828-3299
http://www.sciencekit.com
Black liquid magnetic sculpture Richard Wilson 20:50 Saatchi Gallery
Magnetic Behavior of Ferrofluid
In the absence of a magnetic field, the magnetic moments of the particles are randomly distributed and the fluid has no net magnetization.When a magnetic field is applied to a ferrofluid, the magnetic moments of the particles orient along the field lines almost instantly. The magnetization of the ferrofluid responds immediately to the changes in the applied magnetic field and when the applied field is removed, the moments randomize quickly.
In a gradient field the whole fluid responds as a homogeneous magnetic liquid which moves to the region of highest flux. This means that ferrofluids can be precisely positioned and controlled by an external magnetic field. The forces holding the magnetic fluid in place are proportional to the gradient of the external field and the magnetization value of the fluid. This means that the retention force of a ferrofluid can be adjusted by changing either the magnetization of the fluid or the magnetic field in the region.
Ferrofluid Properties and Their Application
Ferrofluid is designed as a component of a device and therefore it must meet specific performance objectives of the device. The selection of ferrofluid depends on many factors such as environments, operating life, etc. There are many different combinations of saturation magnetization and viscosity resulting in a ferrofluid suitable for every application.The performance and operating life of a product that uses ferrofluid can be significantly affected by the characteristics of the ferrofluid. From ferrofluids with low evaporation rate or vapor pressure to ferrofluids with viscosity-optimized products, the characteristics of ferrofluid can dramatically shape the capabilities of the end product.
Thermal conductivity of a ferrofluid depends linearly on the solid loading. Fluorocarbon based ferrofluids have the lowest thermal conductivity of all commercial ferrofluids, therefore they are the least desirable materials for heat transfer applications.
In devices, ferrofluids come in contact with a wide variety of materials. It is necessary to ensure that ferrofluids are chemically compatible with these materials. The fluids may be exposed to hostile gases, such as in the semiconductor and laser industries; to liquid sprays in machine tool and aircraft industries; to lubricant vapors in the computer industry; and to various adhesives in the speaker industry. Furthermore, ferrofluids may be in contact with various types of plastics and plating materials. The surface morphology can also affect the behavior of the fluid. The selection of ferrofluid is carefully engineered to meet application requirements.
Additionally, ferrofluids may be expected to perform at temperature of 150°C continuously or 200°C intermittently, in winter conditions (-20°C) and space environments (-55°C). They may also be required to withstand nuclear radiation without breakdown.
Characteristics of Ferrofluid that Affect Performance
The thermal stability of a ferrofluid is related to particle density. The particles appear to behave like a catalyst and produce free radicals, which lead to cross linking of molecular chains and eventual congealing of the fluid. Catalytic activity is higher at elevated temperatures and, therefore, ferrofluids congeal more rapidly at these temperatures.High magnetization ferrofluids are of interest as they produce volumetric efficiencies of magnetic circuit designs leading to lightweight and lower cost products. They can also be used to reduce reluctance of magnetic circuits and fringing field thus increasing useful flux density in the air gap. The domain magnetization of magnetite ultimately limits the maximum magnetization value that can be realized in a ferrofluid.
Ferrofluid Today
As the worldwide leader in the production of ferrofluid, we can say that ferrofluids are a unique class of material. Ferrofluid technology is well established and capable of solving a wide variety of technical problems. There are many successful applications of this engineering material and there is immense future potential.In many applications, ferrofluid is an active component that contributes towards the enhanced performance of the device. These devices are either mechanical (e.g., seals, bearings and dampers) or electromechanical (e.g., loudspeakers, stepper motors and sensors) in nature. In other cases, ferrofluid is employed simply as a material for nondestructive testing of other components such as magnetic tapes, stainless steels and turbine blades. When correctly applied, Ferrofluid can produce dramatic improvements in a products' performance; or achieve a level of performance unattainable by any other technology or product.
Ferrotec Corporation (formerly Ferrofluidics) has led the development of Ferrofluidic® technology since 1968 and has worked closely with many companies as their new product teams incorporate ferrofluids in next-generation products. With a comprehensive fluid development and applications laboratories in both the US and Japan, and an experienced staff of scientists and engineers available to assist you, Ferrotec is well placed to help you solve your engineering challenges using ferrofluid.
Ferrofluid Educational Kit
Ferrotec offers educators, schools, and museums a unique and fascinating new way to explore the world of magnetism. The Ferrofluidic Adventure Science Kit is a teaching tool that is used to visualize magnetic patterns while performing several thought provoking experiments. The science kit can be demonstrated to students at all grade levels, with adult supervision.The kit includes a ferrofluid Display Cell, a 50cc bottle of EFH1 ferrofluid, several magnets, gloves, a plastic syringe, pipettes, aluminum tins, and an easy to follow instruction booklet with detailed experiments and practical applications of ferrofluid based technology.
Ferrotec is working with leaders in the educational industry to offer our science kits and ferrofluids for use in classrooms and teaching workshops throughout the world.
Ordering Information
The Ferrofluidic Adventure Kit is available from the following authorized distributors:Amazing Magnets
3943 Irvine Blvd #92
Irvine, CA 92602 USA
Tel: (888) 727-3327
Fax: (888) 275-5777
http://www.amazingmagnets.com
Applied Magnets
1111 Summit Avenue Suite #8
Plano, TX 75074 USA
Tel: (877) 801-9778
Fax: (972) 992-3998
http://www.magnet4less.com
Carolina Biological Supply Company
2700 York Road
Burlington, NC 27215-3398 USA
Tel: (800) 334-5551
http://www.carolina.com
Educational Innovations
362 Main Avenue
Norwalk, CT 06851 USA
Tel: (203) 229-0730
Toll Free: (888) 912-7474
Fax: (203) 229-0740
http://www.teachersource.com
Emovendo
HC 33 Box 90
Petersburg, WV 26847 USA
Tel: (304) 257-1193
Fax: (304) 257-1194
http://www.emovendo.net
Fisher Science Education
485 South Frontage Road
Burr Ridge, IL 60521 USA
Tel: (800) 955-1177
Fax: (800) 955-0740
http://www.fisheredu.com
Science Kit & Boreal Labs
PO Box 5003
Tonawanda, NY 14151-5003 USA
Tel: (800) 828-7777
Fax: (800) 828-3299
http://www.sciencekit.com
Wednesday 24 November 2010
cristo land art
| andscape + Sculpture + Environmental Movement = Earthworks | |
| Michael Heizer, Double Negative, 1969-70, Mormon Mesa, Overton Nevada, 50 feet deep; 1,500 feet long. (aerial photograph) |  |
| Double Negative, from the southern end. |  |
| Walter de Maria, The Lightning Field, 1974-77, near Quemado, New Mexico, 400 stainless steel poles, average height 20' 7 ½" Overall dimensions: 5,280 x 3,300' |  |
| Walter de Maria, The Lightning Field |  |
| Robert Smithson, The Spiral Jetty, 1970, black basalt, limestone and earth, 1,500' (aerial photograph) |  |
| Robert Smithson, The Spiral Jetty, from land |  |
| James Turrell, Roden Crater, near Flagstaff, Arizona, in progress since 1980 |  |
| Roden Crater, section of plan |  |
| Christo, Valley Curtain, 1970-72 |  |
| Christo, Pont Neuf, Paris, 1986 |  |
| Christo, The Umbrella Project, California and Japan, 1991 |  |
| Christo, The Running Fence, Marin County, California, 1976 |  |
| The Running Fence, view running into the sea. |  |
AT&T Rethink Possible - Blanket Commercial
Christo and Jeanne Claude "The Gates" | video by space ink
Tuesday 23 November 2010
various works from other artists
Joe Gilbertson Kinetic Sculpture
http://www.youtube.com/watch?v=YZaPXiCVMLU&feature=related
Kinetic sculpture at the BMW Museum
ArtVentures Light sculpture
Singing ringing tree plays a decent tune for a change
Articulated Cloud by Ned Kahn
FIBER WAVE
Hylozoic Soil - Prototype and Installation
Hylozoic Soil Beesley Breathing Pore test
tape music
Human Separation
http://www.youtube.com/watch?v=YZaPXiCVMLU&feature=related
Kinetic sculpture at the BMW Museum
ArtVentures Light sculpture
Singing ringing tree plays a decent tune for a change
Articulated Cloud by Ned Kahn
FIBER WAVE
Hylozoic Soil - Prototype and Installation
Hylozoic Soil Beesley Breathing Pore test
tape music
Human Separation
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