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Intro to Physical Computing Syllabus Research & Learning Other Class pages
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Introduction to Physical ComputingFall 2012Physical Computing is an approach to learning how humans communicate through computers that starts by considering how humans express themselves physically. In this course, we take the human body as a given, and attempt to design computing applications within the limits of its expression. To realize this goal, you'll learn how a computer converts the changes in energy given off by our bodies (in the form of sound, light, motion, and other forms) into changing electronic signals that it can read interpret. You'll learn about the sensors that do this, and about very simple computers called microcontrollers that read sensors and convert their output into data. Finally, you'll learn how microcontrollers communicate with other computers. Physical computing takes a hands-on approach, which means that you spend a lot of time building circuits, soldering, writing programs, building structures to hold sensors and controls, and figuring out how best to make all of these things relate to a person's physical expression.
Some time in weeks 1 - 3: Attend a tool safety session in the shop For each week, you'll find:
You'll be responsible to show at least one lab finished lab project in the first half of the semester in class. Your instructor will pick the next week's lab presenters at random each week.
Come to class with questions prepared about that week's assignments. If you have no questions, be prepared to show a working version of what you made.Week 1Practice Topics:
In-class exercise: As a class, we'll make a list of fantasy devices; things that don't exist, but that we wish did. For the moment, we'll ignore technical feasibility, and concentrate on how you'd operate these devices if they did exist. You'll be divided into groups of 3. Pick a fantasy device from the list. Design a control interface for this device and demonstrate it in-class. Think about what a person has to see, hear, touch, etc. while operating the device. Think about what cues they need to understand the interface. Think about what parts of their body they need to have free, what gestures are best for triggering the device's behaviors, and so forth. Build a mock-up of the controls from anything you can find on the floor. At the end of class, one or two of you will act out the use of the device using your mock-up while the third person narrates.
Assignment for next week:
Reading for next week:
Blog: After this class' discussion and exercise, and reading Chris Crawford's definition and Bret Victor's rant, how would you define physical interaction? What makes for good physical interaction? Are there works from others that you would say are good examples of digital technology that are not interactive?
Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.
Labs for next week: Week 2Practice Topics:
In-class discussion/exercise: Electronics lab exercises Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.
Labs for next week:
Reading for next week:
Blog: Observation. Pick a piece of interactive technology in public, used by multiple people. Write down your assumptions as to how it's used, and describe the context in which it's being used. Watch people use it, preferably without them knowing they're being observed. Take notes on how they use it, what they do differently, what appear to be the difficulties, what appear to be the easiest parts. Record what takes the longest, what takes the least amount of time, and how long the whole transaction takes. Consider how the readings from Norman and Crawford reflect on what you see.
Week 3Practice Topics:
In-class discussion/exercise: Getting started with Arduino, including digital input, digital output (LED) and analog input. Blinking an LED and changing the speed of the delay Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them. Labs for next week: Reading for next week:
Blog: Which of the types of projects mentioned in "Physical Computing's Greatest Hits (and misses)" have you seen before? Which are most compelling to you, and why? What strengths and weaknesses do you see in them? What other patterns of physical interaction have you seen repeatedly?
Week 4In-class discussion/exercise:
Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.
Lab for next week:
Reading for next week:
Week 5In-class discussion/exercise:
Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.
Labs for next week:
Reading for next week:
Midterm Assignment: Media Controller project. Make a physical device that controls a medium. It should control the medium in real-time, so that the user can change her actions and see changes as they affect the medium. There are lots of media: digital video, digital audio, electronic or acoustic sound, physical media like paint or ink, and others. Think about paint brushes, video mixers, musical instruments, water faucets, sewing machines -- anything that can control a medium and let you see the changes as you vary your control is fair game. Your device should demonstrate clear physical interaction. The user should be involved in changing the medium all the way through. The controls for making change should be clear and understandable.
This is a group assignment. Groups will be arranged in class this week.
Midterm schedule:
For next week, come up with a concept for your group's project. Describe the technical system briefly (one paragraph with a diagram). Prepare a preliminary bill of materials and start budgeting the cost.
Week 6PRESENT THIS WEEK: Midterm concept presentations In-class discussion/exercise:
Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.
Labs for next week: Assigment for next week: Develop a plan to playtest your project. Figure out what the physical elements, and make stand-ins from cardboard, paper, wood, or whatever you have available. Prepare a list of questions you want to answer with this playtest. Perform a playtest before the next class and report on it. Think about what you did in week 1 with the fantasy device project, but this time for a real device. Your mock-up should include as little as you need so that you can have other people perform your system. When they do, they will have questions, or will tell you what doesn't make sense. Take note of those things and make changes to your plan accordingly.
Week 7PRESENT THIS WEEK: Play test reports on midterms In-class discussion/exercise:
Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.
Labs for next week: Assigment for next week: Revise your project plan and description based on what you've learned from your playtest
Week 8PRESENT THIS WEEK: Midterm system diagrams, descriptions, and BOMs. In-class discussion/exercise:
Reading for next week:
Week 9PRESENT THIS WEEK: Midterm project demonstrations. Assignment: Final project. Create a physically interactive system of your choice. Your focus in this assignment should be on careful and timely sensing of the relevant actions of the person or people that you're designing this for, and on clear, prompt, and effective response. Any interactive system is going to involve systems of listening, thinking, and speaking from both parties. Whether it involves one cycle or many, the exchange should be engaging.
Document your work thoroughly online as you go. Include details of all phases of the project. Include a project summary as well, explaining what the system you built is, what it does, and what purpose it's intended to serve. Your summary should introduce the project.
You may work alone or in groups. Depending on how many groups/projects there are, we will split the final presentations into two weeks. You will be assigned a presentation week next week.
A few examples:
Musical Instruments. Performing music involves a sustained engagement between the performer and the instrument. The feedback fro mthe instrument has to be immediate and clear in order for the performer to continue playing. The interface has to be flexible so that the musician can exercise her creativity in playing, but has to have some boundaries so that she knows what the instrument can do and what it can't do.
Game interfaces. Like musical instruments, they involve constant back-and-forth interaction and immediate response. They are often simpler than musical instruments. In fact, the standard game controller has gotten so standard that the action of many games is artificially adapted to the needs of the controller, not the physical expressiveness of the player. Pick a specific game and see if you can change that.
Assistive devices. Whether it's something as simple as a reaching device (think of pickle pickers) or something more complex, these devices are very demanding of clear, reliable response.
Remote control systems. They require not only a clear interface, but must also return enough information on the remote system's action to let you know that you're doing the right thing. Whether it's a remote controller for your home electrical devices or a Mars rover controller, the need for clarity and good feedback are equally essential to the person who it's made for.
There are many other good applications for this project. Discuss the specifics of yours with your instructor.
Final schedule:
Blog: For next week, come up with a concept for your final project. Describe the technical system briefly (one paragraph with a diagram). Prepare a preliminary bill of materials and start budgeting the cost.
Week 10Midterm project process review: what would you have done differently? In-class discussion PRESENT THIS WEEK: Final project concept presentations Assigment for next week: Develop a plan to playtest your project. Perform a playtest before the next class and report on it.
Week 11PRESENT THIS WEEK: Final project playtest reports In-class discussion/exercise:
Assignment for next week: Revise your project plan and description based on what you've learned from your playtest
Week 12PRESENT THIS WEEK: Final project system plan presentations Blog:
Week 13PRESENT THIS WEEK:
Week 14PRESENT THIS WEEK:
GradingParticipation & Attendance: 40% Participation & AttendanceShowing up on time, engaging in the class discussion, and offering advice and critique on other projects in the class is a major part of your grade. Please be present and prompt. Lateness will hurt your grade. If you're going to be late or absent, please email your instructor in advance. If you have an emergency, please let your instructor know as soon as you can. Please turn in assignments on time as well. LaptopsLaptop use is fine if you are using your laptop to present in class, or if we're in the middle of an exercise that makes use of it. Whenever classmates are presenting or we're in the midst of a class discussion, however, please keep your laptop closed. The quality of the class depends in large part on the quality of your attention and active participation, so please respect that and close your lid. Mobile PhonesPlease put them on vibrate or turn them off before you come to class unless they are part of your project. If you have an emergency that requires you to answer your phone during class, please tell your instructor ahead of time. Lab AssignmentsThere is a lab activity for nearly every class in the first half of the semester. They are very short, simple activities. These are the basic steps you need to go through to understand the principle discussed in class each week. They're designed to help you not only to understand the technical details, but also to get a feel for what the technologies we're discussing can do, so that you can incorporate them into actual applications. You should at least complete the steps outlined in the lab activity each week, so that you understand practically what it is we're talking about. Document on your blog any discoveries you make, pitfalls you hit, and details not covered in the class or the lab that you think will be useful for your fellow students and future students in this class. Production AssignmentsFor production assignments, you'll be expected to present your project in class on the day that it's due. If you're working in a group, all group members should be present, and should participate equally in the presentation. Journal & DocumentationYou are expected to keep an online journal of your progress. The purpose of the journal is twofold. First, it is a valuable way for you to communicate to your instructor that you are keeping up with the work in the class. We read the journals to see how students are doing, so you should update your journal regularly throughout the semester. At a minimum, reference to each week's work is expected, as well as reference to the readings, and thorough documentation of the production projects and technical research. Second, the journal is a way to document your work for your own use and that of others. Many ITP students have found themselves using their journals as a place to store notes, code samples, and more. Good documentation habits for this class:You may choose to document your major projects in a separate individual or group site if you choose, but you will be expected to link your site to the main site, and contribute to the class site as well nonetheless. Please avoid flash, shockwave, or other sites that are not text-searchable, as they won't show up on search engines for others to use. Blogs are great for documenting your process, as they're usually defaulted to organizing the information chronologically. However, projects summarized in a blog can be confusing. It's often worthwhile to set up a separate page or pages to summarize your projects when they're done. You should document your projects thoroughly. Plan in advance, and perhaps as a group, to have what you need to document at least your midterms and finals. Photos, video, drawings, schematics, and notes are all valuable forms of documentation. Explain the project at the beginning of your documentation, so that people who come to the site from outside this class will understand the overview before they get the explanation. Don't overload your notes with code. If you've made a big improvement on an existing piece of code, post your new code, and link to the code you based it on (just as you would in citing a pervious author in a paper). If you only changed one part of an existing program, post only the part you changed, and link to the original. Make sure any code you post is well-commented, so you and others can understand what it does. Always cite the sources of your code, the places you learned techniques from, and the inspirations of your ideas. This is the equivalent to citing your sources in a written paper, and copying code or techniques without attribution is plagiarism. few ideas come out of the blue, and your readers can learn a lot from the sources you learned from or were inspired by. Good documentation should include a description and illustration of your project. You should include what it looks like, what it does, what the user or participant does in response. It should give enough information that someone from outside ITP, who's never seen the project, can get an understanding of what your project is. You should also include a section describing the workings of the project, aimed at a more informed reader (me, or next year's classmates), so that the details of production are clear. It doesn't have to include every scrap of code and circuit diagram, but it should make clear what the major components of the system are, and how they communicate, and what the code, if any, does. Work on this as you go, don't put it off until the end. Your fellow classmates will find your notes as useful too. Pictures and video help a lot. Some good project summary sites:
A few good recent sample journals:
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