Intro to Physical Computing Syllabus

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November 21, 2012, at 02:08 PM by dpr2 -
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Assigment for next week:

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Assignment for next week:

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October 12, 2012, at 11:58 AM by ti8 -
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  • Make article on How a Relay Works
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September 08, 2012, at 11:14 AM by shf220 -
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  • Put a link to your blog on the your class' blog list page. The link is next to your instructor's name above.
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  • Put a link to your blog on the your class' blog list page. The link is next to your instructor's name above.
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  • Ohm's Law, parallel vs. serial circuits, Identifying electrical components, making a switch
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  • Ohm's Law
  • Parallel vs. serial circuits
  • Identifying electrical components
  • Making a switch
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  • Final Project Demonstrations
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  • Final Project Demonstrations
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September 04, 2012, at 11:44 PM by dpr2 -
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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 tecnical fesibility, 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.
to:
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.
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August 28, 2012, at 04:09 PM by dpr2 -
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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 tecnical fesibility, and concentrate on how you'd operate these devices if they did exist. You'll be divided into groups of 3. Pick a faantasy 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.
to:
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 tecnical fesibility, 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.
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August 28, 2012, at 02:22 PM by ti8 -
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Reading for next week: 

 * Physical Computing's Greatest Hits (and misses).  
 * Making INteractive Art: Set the Stage, Then Shut Up and Listen
 Blog:
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Reading for next week:

  • Physical Computing's Greatest Hits (and misses).
  • Making Interactive Art: Set the Stage, Then Shut Up and Listen

Blog:

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August 28, 2012, at 02:21 PM by ti8 -
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 * [[http://www.tigoe.net/blog/category/physicalcomputing/176/ | Physical Computing's Greatest Hits (and misses).
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 * Physical Computing's Greatest Hits (and misses).  
 * Making INteractive Art: Set the Stage, Then Shut Up and Listen
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Practice Topics:

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In-class discussion/exercise:

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In-class discussion/exercise:

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'PRESENT THIS WEEK: Play test reports on midterms

Practice Topics:

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PRESENT THIS WEEK: Play test reports on midterms

In-class discussion/exercise:

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In-class discussion/exercise:

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In-class discussion/exercise:

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August 28, 2012, at 02:15 PM by ti8 -
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Reading for next week:

  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. Alternately, try this link. )
  • Bret Victor, "A Brief Rant on the Future of Interaction Design"
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Reading for next week:

  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. Alternately, try this link. )
  • Bret Victor, "A Brief Rant on the Future of Interaction Design"
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August 28, 2012, at 02:14 PM by ti8 -
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August 28, 2012, at 02:14 PM by ti8 -
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  • Lab assignments that illustrate the practice topics. You should read through the labs and try as much as you can the week before the lab is discussed in class. We'll go over the principles in the lab in class, so bring your hardware, and you'll get a chance to try it while we discuss, and ask questions. 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.
to:
  • Lab assignments that illustrate the practice topics. You should read through the labs and try as much as you can the week before the lab is discussed in class. We'll go over the principles in the lab in class, so bring your hardware, and you'll get a chance to try it while we discuss, and ask questions.
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.
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  • What is Physical Computing?
  • What is a Microcontroller?
    • Microcontrollers and sensors in the everyday environment
  • Analog vs. Digital
  • Digital Input and Output
  • Breadboards
  • Intro to Arduino and first program.

Labs:

  • Lab: Setting up a breadboard
  • Lab: first Arduino program. Download the latest version of the Arduino software for this lab.

Assignment:

to:
  • What is physical interaction?
  • Interaction concepts: discrete vs continuous, parallel events vs serial events, play testing, user observation.

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 tecnical fesibility, and concentrate on how you'd operate these devices if they did exist. You'll be divided into groups of 3. Pick a faantasy 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:

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  • Go see Talk to Me: Design and the Communication between People and Objects at the Museum of Modern Art.
  • Put a link to your blog on the blog list page.
to:
  • Put a link to your blog on the your class' blog list page. The link is next to your instructor's name above.
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After seeing the MoMA exhibit, and reading Chris Crawford's definition, how would you define physical interaction? What makes for good physical interaction? Are there works from "Talk to Me" or others that you would say are good examples of digital technology that are not interactive?

READING:

to:
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?

Reading for next week:

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  • Bret Victor, "A Brief Rant on the Future of Interaction Design"

Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.

  • Understanding Electricity
  • Understanding the breadboard
  • A short video in a light-hearted vein on some electrical characteristics.

Labs for next week:

  • Lab: Components
  • Lab: Setting up a breadboard
  • Lab: Electronics and using a Multimeter
  • Lab: Switches
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  • Understanding Electricity:
    • Ohm's Law, parallel vs. serial circuits, Identifying electrical components, making a switch

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.

  • What is a Microcontroller?
    • Microcontrollers and sensors in the everyday environment
  • Analog vs. Digital
  • Digital Input and Output
  • Intro to Arduino and first program.
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Labs:

to:

Labs for next week:

  • Lab: first Arduino program. Download the latest version of the Arduino software for this lab.
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Blog:

Sensor walk. Take a walk around your neighborhood, or a different one. Take a count of every interaction with a sensor you see. These might include:
  • Pushbuttons on an ATM
  • motion sensors on doors, faucets, etc.
  • Floor mats
  • Cameras
Take pictures or video as appropriate, of the most interesting ones.

Assignment:

Fantasy Device. Think of a fantasy device you've always wanted. Doesn't have to be physically possible, but it has to have a physical interface. Design what the physical interface was. Document your design on your blog, and bring it in for the class. Your mock-up doesn't have to work, and it can be made out of any materials you're comfortable with. Make this a quick sketch, just enough so that your classmates have a sense of what they would do to use your device.
to:

Reading for next week:

  • Norman, Design of Everyday Things, ch. 1
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".

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.
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PRESENT THIS WEEK:

  • Fantasy Device
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  • Understanding Electricity
  • A short video in a light-hearted vein on some electrical characteristics.

Labs:

  • Lab: Electronics

Assignment:

Stupid Pet Trick. Make a simple physically interactive device that uses the skills you've learned in the labs. It must respond to a physical action or series of actions a person takes, and it must be amusing, surprising, or otherwise engaging.It doesn't have to be practical, or complex, as long it shows that you understand the basics of digital and analog I/O and how to use them. If you're unfamiliar with the term "stupid pet trick," Googling the term may provide you inspiration for the tone of this project.
Examples:
  • a love-o-meter, a device that tells you what a good lover you are, based on how it measures some action you take
  • a combination lock, a device whose response is "unlocked" by a specific series of actions in a particular order from the user
  • a light mixer, a device that mixes colors of light from some analog input (to simplify, use LEDs as lights)
  • a tone mixer, same concept as the light mixer, but that mixes audible tones

READING:

  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness

Week 4

Practice Topics:

to:
  • Intro to Arduino; digital and analog input from sensors

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.

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  • pulsewidth modulation
  • Sound out
  • Transistor

Labs:

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Labs for next week:

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READING:

  • Graham Pullin, Design Meets Disability
to:

Reading for next week: 

 * [[http://www.tigoe.net/blog/category/physicalcomputing/176/ | Physical Computing's Greatest Hits (and misses).  
 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 4

Practice Topics:

  • Analog out theough Pulse Width Modulation (PWM) and Frequency Modulation (FM)
  • Arduino AnalogOut() and Tone() commands
  • Using External libraries: Arduino Servo library

Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.

  • serial communication week 1
    • graphing a sensor

Lab for next week:

  • Lab: Serial Output

Reading for next week:

  • Hoffman, Visual Intelligence
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PRESENT THIS WEEK:

  • Stupid Pet Trick

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.'
to:

Practice Topics:

  • Serial output from a microcontroller; graphing the output a sensor to learn its behavior
  • Project planning: descriptions, system diagrams, bills of materials, and budgets

Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.

  • serial communication week 2
    • multiple sensors
    • Interpreting bytes: ASCII vs. binary
    • handshaking/call-and-response

Labs for next week:

  • Lab: Multiple Serial Output

Reading for next week:

  • Graham Pullin, Design Meets Disability

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.
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READING:

  • Norman, Design of Everyday Things, ch. 1
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
to:
Midterm schedule:
  • Concept presentations week 6
  • Playtest reports and questions week 7
  • Final plan presentations week 8
  • Project working demonstrations week 9
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.
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Practice Topics:

  • serial communication week 1
    • graphing a sensor

LAB:

  • Lab: Serial Output

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 7

to:

PRESENT THIS WEEK: Midterm concept presentations

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  • serial communication week 2
    • multiple sensors
    • Interpreting bytes: ASCII vs. binary
    • handshaking/call-and-response

Labs:

  • Lab: Multiple Serial Output

READING:

  • Hoffman, Visual Intelligence

Week 8

Practice Topics:

to:
  • Play Testing Techniques
  • More on serial communication
    • Multi-byte communication
    • Methods of managing the conversation: Handshaking (call-and-response), punctuation

Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.

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  • stepper motors
  • Dustyn's writing on:
    • Motors
    • Materials: what to choose and where to get
    • Making Things

Labs:

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Labs for next week:

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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 7

'PRESENT THIS WEEK: Play test reports on midterms

Practice Topics:

  • Controlling High Current loads;relays and transistors
  • DC motor basics

Practice topics for next week: Read through these in advance, try the labs, and come next week with questions about them.

  • stepper motors
  • Dustyn's writing on:
    • Motors
    • Materials: what to choose and where to get
    • Making Things

Labs for next week:

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to:

Assigment for next week:

Revise your project plan and description based on what you've learned from your playtest

Week 8

PRESENT THIS WEEK: Midterm system diagrams, descriptions, and BOMs.

Practice Topics:

  • Advanced motor control; H-bridges and stepper motors
  • Construction techniques

Reading for next week:

  • Rory Hamilton's notes on preparing presentations and giving presentations
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PRESENT THIS WEEK: media controller.

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PRESENT THIS WEEK: Midterm project demonstrations.

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A few examples:
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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:
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Final schedule:
  • Concept presentations week 10
  • Playtest reports and questions week 11
  • Final plan presentations week 12
  • Project working demonstrations week 13 & 14

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.
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Midterm 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 11

PRESENT THIS WEEK: Final project playtest reports

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Assigment for next week:

Revise your project plan and description based on what you've learned from your playtest

Week 12

PRESENT THIS WEEK: Final project system plan presentations

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  • Final Project concept. Explain the concept of your final project online. Write it and/or illustrate it so that readers who are not in this class can get a clear and concise idea of what you plan to make for the final.

Week 11

  • present finals in progress. Critique concepts and interaction

READING:

  • Rory Hamilton's notes on preparing presentations and giving presentations

Week 12

  • present in progress, Critique concepts and interaction

Blog:

  • describe the technical system for your final project.
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  • Finish your final project documentation.
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  • final project workshop. Discuss any remaining technical issues

Week 14

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  • Final Project

Blog:

  • finish the documentation for your final project.
to:
  • Final Project Demonstrations

Week 14

PRESENT THIS WEEK:

  • Final Project Demonstrations
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  • Concepts we'll discuss in class. Course notes are linked so you can read them before class, to know what we're talking about.
  • Lab exercises that illustrate the concepts. You're not required to show your lab work in class, but do them each week to learn, and come in with questions if you have any. If you did something you're proud of, feel free to bring it in, though this is optional.
to:
  • Practice Topics we'll discuss in class. Course notes are linked so you can read them before class, to know what we're talking about.
  • Lab assignments that illustrate the practice topics. You should read through the labs and try as much as you can the week before the lab is discussed in class. We'll go over the principles in the lab in class, so bring your hardware, and you'll get a chance to try it while we discuss, and ask questions. 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.
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  • Due dates for production assignments
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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.

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CONCEPTS:

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Practice Topics:

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Labs:

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Assignment:

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Blog:

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Blog:

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February 01, 2012, at 09:36 AM by shf220 -
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  • Lab: first Arduino program. Download the latest version of Arduino for this lab.
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  • Lab: first Arduino program. Download the latest version of the Arduino software for this lab.
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September 15, 2011, at 04:25 PM by ti8 -
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  • A short video on some electrical characteristics.
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  • A short video in a light-hearted vein on some electrical characteristics.
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September 15, 2011, at 04:23 PM by ti8 -
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  • A short video on some electrical characteristics.
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  • Lab: first Arduino program
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  • Lab: first Arduino program. Download the latest version of Arduino for this lab.
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  • Sign up for two days of shop cleaning.
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August 30, 2011, at 01:34 PM by ti8 -
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The syllabus is broken down into:

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For each week, you'll find:

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  • Put a link to your blog on the class wiki page.
  • Sign up for two days of shop cleaning.
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  • Go see Talk to Me: Design and the Communication between People and Objects at the Museum of Modern Art.
  • Put a link to your blog on the blog list page.
  • Sign up for two days of shop cleaning.
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Sensor walk. Take a walk around your neighborhood, or a different one. Take a count of every interaction with a sensor you see. These might include:
  • Pushbuttons on an ATM
  • motion sensors on doors, faucets, etc.
  • Floor mats
  • Cameras
Take pictures or video as appropriate, of the most interesting ones.
to:
After seeing the MoMA exhibit, and reading Chris Crawford's definition, how would you define physical interaction? What makes for good physical interaction? Are there works from "Talk to Me" or others that you would say are good examples of digital technology that are not interactive?
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  • Lab: Analog in; tracking changes with variables
to:
  • Lab: Analog in

BLOG:

Sensor walk. Take a walk around your neighborhood, or a different one. Take a count of every interaction with a sensor you see. These might include:
  • Pushbuttons on an ATM
  • motion sensors on doors, faucets, etc.
  • Floor mats
  • Cameras
Take pictures or video as appropriate, of the most interesting ones.
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August 30, 2011, at 01:28 PM by ti8 -
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July 04, 2011, at 10:37 PM by shf220 -
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  • Put a link to your blog on the class wiki page.
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  • Put a link to your blog on the class wiki page.
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January 23, 2011, at 05:47 PM by rmn236 -
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  • Put a link to your blog on the class wiki page.
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November 10, 2010, at 10:40 AM by dbo3 -
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  • XBee serial as example
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  • Bluetooth serial as example
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  • Materials: what to choose and where to get
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October 25, 2010, at 05:42 PM by tigoe -
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  • Dustyn's writing on:
    • Motors
    • [[http://itp.nyu.edu/physcomp/readings/ch02_DRedit.pdf|Materials: what to choose and where to get]
    • Making Things
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September 28, 2010, at 09:29 AM by tigoe -
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  • analog output
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  • analog output
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  • Introduce yourself in the class site for your section. Include links to any external site you're maintaining for this class.
to:
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  • analog input
to:
  • analog input
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  • Understanding Electricity
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  • Understanding Electricity
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  • sound out, using the Tone library
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  • Sound out
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  • serial communication week 1
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  • serial communication week 1
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  • serial communication week 2
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  • serial communication week 2
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  • high current loads and motors
    • controlling DC Motors
    • stepper motors
to:
  • high current loads and motors
    • controlling DC Motors
    • stepper motors
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July 21, 2010, at 04:33 PM by ti8 -
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  • What is a Microcontroller?
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  • What is a Microcontroller?
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  • Digital Input and Output
  • Breadboards
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  • Digital Input and Output
  • Breadboards
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October 16, 2009, at 04:27 PM by ti8 -
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  • Hoffman, Visual Intelligence, TBA
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  • Hoffman, Visual Intelligence
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LAB:

to:

LAB:

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  • Norman, Design of Everyday Things, ch. 1
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  • Norman, Design of Everyday Things, ch. 1
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September 25, 2009, at 03:22 PM by ti8 -
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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September 25, 2009, at 03:19 PM by ti8 -
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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September 25, 2009, at 03:18 PM by ti8 -
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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September 25, 2009, at 02:54 PM by ti8 -
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  • Graham Pullin, Design Meets Disability
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  • Graham Pullin, Design Meets Disability
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  • Graham Pullin, Design Meets Disability
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  • Graham Pullin, Design Meets Disability
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September 23, 2009, at 08:24 AM by ti8 -
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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September 23, 2009, at 08:24 AM by ti8 -
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  • Lab: Tone output
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August 25, 2009, at 02:06 PM by tigoe -
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Class dates:

  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday

Please note the dates of your class. Due to the Thanksgiving Holiday and the Legislative day, there are some shifted classes.

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(:include Intro.Nav:)

to:
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  • Some time in weeks 1 - 3: Attend a tool safety session in the shop
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Some time in weeks 1 - 3: Attend a tool safety session in the shop

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Sensor walk. Take a walk around your neighborhood, or a different one. Take a count of every interaction with a sensor you see. These might include:

to:
Sensor walk. Take a walk around your neighborhood, or a different one. Take a count of every interaction with a sensor you see. These might include:
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Take pictures or video as appropriate, of the most interesting ones.

to:
Take pictures or video as appropriate, of the most interesting ones.
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Week 4

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August 24, 2009, at 03:43 PM by tigoe -
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Fantasy Device. Think of a fantasy device you've always wanted. Doesn't have to be physically possible, but it has to have a physical interface. Design what the physical interface was. Document your design on your blog, and bring it in for the class. Your mock-up doesn't have to work, and it can be made out of any materials you're comfortable with. Make this a quick sketch, just enough so that your classmates have a sense of what they would do to use your device.

to:
Fantasy Device. Think of a fantasy device you've always wanted. Doesn't have to be physically possible, but it has to have a physical interface. Design what the physical interface was. Document your design on your blog, and bring it in for the class. Your mock-up doesn't have to work, and it can be made out of any materials you're comfortable with. Make this a quick sketch, just enough so that your classmates have a sense of what they would do to use your device.
Changed lines 78-79 from:

Stupid Pet Trick. Make a simple physically interactive device that uses the skills you've learned in the labs. It must respond to a physical action or series of actions a person takes, and it must be amusing, surprising, or otherwise engaging.It doesn't have to be practical, or complex, as long it shows that you understand the basics of digital and analog I/O and how to use them. If you're unfamiliar with the term "stupid pet trick," Googling the term may provide you inspiration for the tone of this project. Examples:

to:
Stupid Pet Trick. Make a simple physically interactive device that uses the skills you've learned in the labs. It must respond to a physical action or series of actions a person takes, and it must be amusing, surprising, or otherwise engaging.It doesn't have to be practical, or complex, as long it shows that you understand the basics of digital and analog I/O and how to use them. If you're unfamiliar with the term "stupid pet trick," Googling the term may provide you inspiration for the tone of this project.
Examples:
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Graham Pullin, Design Meets Disability

to:
  • Graham Pullin, Design Meets Disability
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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.

to:

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.
Changed lines 163-180 from:

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.

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.

to:

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.
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.
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August 24, 2009, at 03:41 PM by tigoe -
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  • Lab: servo/analog out
to:
  • Lab: servo/analog out
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  • 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.

This is a group assignment. I plan to use Sigi & Masa's approach: put six groups of three lines on the board at break, and tell them to write their name in a group with their partners.

to:
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.'
This is a group assignment. Groups will be arranged in class this week.
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  • Lab: Serial Output
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  • Lab: Serial Output
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  • Hoffman, Visual Intelligence?
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  • Hoffman, Visual Intelligence, TBA
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August 24, 2009, at 03:34 PM by tigoe -
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  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. Alternately, try this link. )
to:
  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. Alternately, try this link. )
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  • sound out
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  • sound out, using the Tone library
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August 24, 2009, at 03:32 PM by tigoe -
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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August 24, 2009, at 03:31 PM by tigoe -
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  • WHAT ELSE ARE GOOD EXAMPLES? Not these: http://www.tigoe.net/blog/category/physical%20computing/176/
to:
  • a light mixer, a device that mixes colors of light from some analog input (to simplify, use LEDs as lights)
  • a tone mixer, same concept as the light mixer, but that mixes audible tones
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August 24, 2009, at 03:29 PM by tigoe -
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"Stupid Pet Trick". Make a simple physically interactive device that uses the skills you've learned in the labs. It must respond to a physical action or series of actions a person takes, and it must be amusing, surprising, or otherwise engaging.It doesn't have to be practical, or complex, as long it shows that you understand the basics of digital and analog I/O and how to use them. If you're unfamiliar with the term "stupid pet trick," Googling the term may provide you inspiration for the tone of this project.

to:

Stupid Pet Trick. Make a simple physically interactive device that uses the skills you've learned in the labs. It must respond to a physical action or series of actions a person takes, and it must be amusing, surprising, or otherwise engaging.It doesn't have to be practical, or complex, as long it shows that you understand the basics of digital and analog I/O and how to use them. If you're unfamiliar with the term "stupid pet trick," Googling the term may provide you inspiration for the tone of this project.

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August 24, 2009, at 03:28 PM by tigoe -
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'READING:'

to:

READING:

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August 24, 2009, at 03:27 PM by tigoe -
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  • Lab: Setting up a breadboard
  • Lab: first Arduino program
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  • Lab: Setting up a breadboard
  • Lab: first Arduino program
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  • Join the physcomp listserve
  • Introduce yourself in the class site for your section. Include links to any external site you're maintaining for this class.
  • Sign up for two days of shop cleaning.
to:
  • Join the physcomp listserve
  • Introduce yourself in the class site for your section. Include links to any external site you're maintaining for this class.
  • Sign up for two days of shop cleaning.
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  • What is a Microcontroller?
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  • What is a Microcontroller?
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  • concepts we'll discuss in class. Course notes are linked so you can read them before class, to know what we're talking about.
  • lab exercises that illustrate the concepts. You're not required to show your lab work in class, but do them each week to learn, and come in with questions if you have any. If you did something you're proud of, feel free to bring it in, though this is optional.
  • production assignments. Larger assignments which have scheduled times you'll be expected to show them in class.
  • Reading. Read in the week it's assigned. Will come up in discussion the week after, usually.
  • Blog assignments. Writing the week when it's assigned. Will come up in class from time to time. Read each other's stuff too.
  • Due dates for production assignments
to:
  • Concepts we'll discuss in class. Course notes are linked so you can read them before class, to know what we're talking about.
  • Lab exercises that illustrate the concepts. You're not required to show your lab work in class, but do them each week to learn, and come in with questions if you have any. If you did something you're proud of, feel free to bring it in, though this is optional.
  • Production assignments larger assignments which have scheduled times you'll be expected to show them in class.
  • Reading to be read in the week they're assigned. Will come up in discussion the week after, usually.
  • Blog assignments Writing the week when it's assigned. Will come up in class from time to time. Read each other's stuff too.
  • Due dates for production assignments
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August 24, 2009, at 02:43 PM by tigoe -
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to:

The syllabus is broken down into:

  • concepts we'll discuss in class. Course notes are linked so you can read them before class, to know what we're talking about.
  • lab exercises that illustrate the concepts. You're not required to show your lab work in class, but do them each week to learn, and come in with questions if you have any. If you did something you're proud of, feel free to bring it in, though this is optional.
  • production assignments. Larger assignments which have scheduled times you'll be expected to show them in class.
  • Reading. Read in the week it's assigned. Will come up in discussion the week after, usually.
  • Blog assignments. Writing the week when it's assigned. Will come up in class from time to time. Read each other's stuff too.
  • Due dates for production assignments
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CONCEPTS:

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  • Assignment:
    • Join the physcomp listserve
    • Introduce yourself in the class site for your section. Include links to any external site you're maintaining for this class.
    • Sign up for two days of shop cleaning.
to:

LABS:

Changed lines 42-56 from:
  • Reading:
to:

ASSIGNMENT:

  • Join the physcomp listserve
  • Introduce yourself in the class site for your section. Include links to any external site you're maintaining for this class.
  • Sign up for two days of shop cleaning.

BLOG: Sensor walk. Take a walk around your neighborhood, or a different one. Take a count of every interaction with a sensor you see. These might include:

  • Pushbuttons on an ATM
  • motion sensors on doors, faucets, etc.
  • Floor mats
  • Cameras

Take pictures or video as appropriate, of the most interesting ones.

'READING:'

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Added lines 61-62:

CONCEPTS:

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  • start observation project
  • Assignment:
  • Reading:
    • Norman, Design of Everyday Things, ch. 1
    • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
to:

LABS:

  • Lab: Analog in; tracking changes with variables

ASSIGNMENT: Fantasy Device. Think of a fantasy device you've always wanted. Doesn't have to be physically possible, but it has to have a physical interface. Design what the physical interface was. Document your design on your blog, and bring it in for the class. Your mock-up doesn't have to work, and it can be made out of any materials you're comfortable with. Make this a quick sketch, just enough so that your classmates have a sense of what they would do to use your device.

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PRESENT THIS WEEK:

  • Fantasy Device

CONCEPTS:

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  • discuss observation assignment
  • Assignment:
    • Lab: Electronics
to:

LABS:

  • Lab: Electronics

ASSIGNMENT: "Stupid Pet Trick". Make a simple physically interactive device that uses the skills you've learned in the labs. It must respond to a physical action or series of actions a person takes, and it must be amusing, surprising, or otherwise engaging.It doesn't have to be practical, or complex, as long it shows that you understand the basics of digital and analog I/O and how to use them. If you're unfamiliar with the term "stupid pet trick," Googling the term may provide you inspiration for the tone of this project. Examples:

  • a love-o-meter, a device that tells you what a good lover you are, based on how it measures some action you take
  • a combination lock, a device whose response is "unlocked" by a specific series of actions in a particular order from the user
  • WHAT ELSE ARE GOOD EXAMPLES? Not these: http://www.tigoe.net/blog/category/physical%20computing/176/

READING:

  • Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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Week 4 CONCEPTS:

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  • Assignment:
to:
  • sound out
  • Transistor

LABS:

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  • Reading: Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
to:

READING: Graham Pullin, Design Meets Disability

Added lines 110-124:

PRESENT THIS WEEK:

  • Stupid Pet Trick

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.

This is a group assignment. I plan to use Sigi & Masa's approach: put six groups of three lines on the board at break, and tell them to write their name in a group with their partners.

READING:

  • Norman, Design of Everyday Things, ch. 1
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".

Week 6

CONCEPTS:

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  • Assignment:
to:

LAB:

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Week 6

to:

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 7

CONCEPTS:

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  • Assignment:
to:

LABS:

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Week 7

to:

READING:

  • Hoffman, Visual Intelligence?

Week 8

CONCEPTS:

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  • Assignment:
to:

LABS:

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Week 8

  • midterm presentations
to:
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PRESENT THIS WEEK: media controller.

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.

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.

Week 10

CONCEPTS:

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  • protocols discussion

Week 10

  • modularity, code approaches, and project planning
to:
  • protocols discussion

BLOG:

  • Final Project concept. Explain the concept of your final project online. Write it and/or illustrate it so that readers who are not in this class can get a clear and concise idea of what you plan to make for the final.
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to:

READING:

  • Rory Hamilton's notes on preparing presentations and giving presentations
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  • present in progress, Critique concepts and interaction
to:
  • present in progress, Critique concepts and interaction

BLOG:

  • describe the technical system for your final project.
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  • final presentation
to:

PRESENT THIS WEEK:

  • Final Project

BLOG:

  • finish the documentation for your final project.
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February 18, 2009, at 04:49 PM by shf220 - changed Norretranders reading to chapter 6, not 5
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  • Reading: Norretranders, The User Illusion, Chapter 5: The Bandwidth of Consciousness
to:
  • Reading: Norretranders, The User Illusion, Chapter 6: The Bandwidth of Consciousness
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October 10, 2008, at 10:10 AM by dbo3 -
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  • [[Tutorials/HighCurrentLoads | Transistor Lab
to:
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  • Lab: Motor Control
to:
  • [[Tutorials/HighCurrentLoads | Transistor Lab
  • HBridge Lab
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September 30, 2008, at 11:26 AM by kh928 -
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  • Reading: TBA
to:
  • Reading: Norretranders, The User Illusion, Chapter 5: The Bandwidth of Consciousness
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September 22, 2008, at 01:38 PM by kh928 -
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September 01, 2008, at 01:56 PM by tqi6023 -
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  • Reading: Buxton
to:
  • Reading: TBA
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to:
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  • Lab: Setting up a breadboard
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  • Breadboards
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August 05, 2008, at 09:59 AM by tqi6023 -
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Week 1:

  • Introductions, Class structure, Digital vs. Analog
  • Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law
  • Soldering(thanks to Jeff Feddersen for the link)
to:

Week 1

  • What is Physical Computing?
  • What is a Microcontroller?
    • Microcontrollers and sensors in the everyday environment
  • Analog vs. Digital
  • Digital Input and Output
  • Intro to Arduino and first program.
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to:
  • Lab: first Arduino program
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  • Physical Computing introduction, chapters 1-3
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Week 2:

  • Microcontrollers: what they are, different types, levels.
  • Intro to Arduino and first program.
  • Digital Input and Output
  • Reading:
    • Physical Computing chapters 4,5
to:

Week 2

  • analog input
  • start observation project
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Week 3:

  • Memory and variables: Decimal, binary, hex.
  • Analog input, what an ADC is.
  • Presentations Due: Observation assignment: Present and discuss observations.
  • Assignment:
    • Lab: Analog in; tracking changes with variables; practical jokes
to:
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  • Physical Computing chapters 5,6
  • Norman, Design of Everyday Things, ch. 1 (in coursepack)
to:
  • Norman, Design of Everyday Things, ch. 1
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Week 4:

  • Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)
  • Presentations Due: Observation assignment : Present and discuss observations.
  • Reading: Physical Computing chapter 7
to:

Week 3

  • Understanding Electricity
  • discuss observation assignment
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to:
  • Lab: Electronics

Week 4

  • analog output
    • pulsewidth modulation
  • Assignment:
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Week 5:

  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
  • Presentations Due: midterm assignment descriptions and observations
  • Assignment:
    • Midterm initial prototype
    • Lab: Serial output and Talking to Processing
  • Reading:
    • Physical Computing chapter 7
    • Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)

Week 6:

  • Structures, enclosures, and presentation, or
    • how to make a box
    • a few basic construction techniques
    • thinking about layout of inputs and outputs; how spatial relationships affect the way an interface is read
  • Code approaches
    • State machines
    • pseudocode
    • using subroutines well
  • Presentations Due:midterm assignment initial prototype
  • Assignment:
    • Midterm user testing
  • Reading:
    • Physical Computing chapter 10
    • Nørretranders, User Illusion, ch. 6, "The Bandwidth of Consciousness" (in coursepack)

Week 7:

  • Digital output:Transistors and Relays: switching higher-current devices (light bulb and switch)
  • Motors and Inductance:
    • DC motors
    • Steppers
  • Presentations Due: midterm assignment user testing results
  • Assignment:
    • Midterm final presentation
    • Lab: Controlling a motor

Week 8:

  • Presentations Due: midterm assignment Advanced prototype (all projects to present)
  • Assignment: Decide what you want to do for your final project.
  • Reading:
    • Physical Computing chapter 12

Week 9:

  • Communications Protocols
  • Begin final project (group or individual)
  • Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)

Week 10:

  • Communications Protocols week 2
  • Presentations Due: Present final project concepts. Show observations
  • Project workshop

Week 11:

  • Presentations Due: final project: show initial prototypes (half of the projects)

Week 12:

  • Presentations Due:final project: show prototypes and user research (other half of the projects)

Week 13:

Week 14:

to:
  • Reading: Buxton

Week 5

  • serial communication week 1
    • graphing a sensor
  • Assignment:

Week 6

  • serial communication week 2
    • multiple sensors
    • Interpreting bytes: ASCII vs. binary
    • handshaking/call-and-response
  • Assignment:
    • Lab: Multiple Serial Output

Week 7

  • high current loads and motors
    • controlling DC Motors
    • stepper motors
  • Assignment:
    • Lab: Motor Control

Week 8

  • midterm presentations

Week 9

  • complex data communications
    • configuration vs. communication (command move vs. data mode)
    • addressing
    • XBee serial as example
    • protocols discussion

Week 10

  • modularity, code approaches, and project planning

Week 11

  • present finals in progress. Critique concepts and interaction

Week 12

  • present in progress, Critique concepts and interaction

Week 13

  • final project workshop. Discuss any remaining technical issues

Week 14

  • final presentation
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  • Steppers
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  • Steppers
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  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. )
to:
  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. Alternately, try this link. )
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  • Tuesday
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  • Assignment:
    • Lab: Talking to a MIDI device
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  • MIDI and other serial control protocols
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  • Communications Protocols
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  • Wireless
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  • Communications Protocols week 2
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August 17, 2007, at 01:49 PM by tqi6023 -
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Please note the dates of your class. Due to the Thanksgiving Holiday and the Legislative day on Nov. 22, there are some shifted classes.

to:

Please note the dates of your class. Due to the Thanksgiving Holiday and the Legislative day, there are some shifted classes.

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(:if loggedin true:)** Greenfield, from Everyware???(:if:)

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  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. )
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  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. From your NYUHome home page, click "Research" then "books24x7.com" then search for "The Art of Interactive Design" by Chris Crawford. )
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  • MIDI and other serial control protocols
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  • Serial to desktop: Into Processing
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  • Analog output: Devices that create analog motion or sound. (servo, freqout, PWM) (:if loggedin true:)Update with Arduino/Wiring.(:if:)
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  • Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)
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(:if loggedin true:)Check to see if the Design Research book (Laurel, ed.) has a good chapter for this (:if:)

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  • Intro to Arduino and first program.

(:if loggedin true:)

Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros.

(:if:)

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  • Intro to Arduino and first program.
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  • Assignment for week 1 - 3: Attend a Tool safety session in the shop
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  • Some time in weeks 1 - 3: Attend a tool safety session in the shop
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  • Assignment for week 1 - 3: Attend a Tool safety session in the shop
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  • Extra assignment for week 3/4: Attend a Tool safety session in the shop
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Please note the dates of your class. Due to the Thanksgiving Holiday and the Legislative day on Nov. 22, there are some shifted classes.

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(:include Main.FridayClassDates:)

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Class dates:

  • Monday
  • Wednesday
  • Thursday
  • Friday
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Week 2 (Sept. 13,14,15,18):

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Week 2:

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Week 3 (Sept. 20,21,22,25):

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Week 3:

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Week 4:

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Week 5:

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Week 6:

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Week 7:

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Week 8 (Oct. 25,26,27,30):

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Week 8:

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Week 9:

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Week 10 (Nov. 8,9,10,13):

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Week 10:

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Week 11:

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Week 12 (Nov. 22,30,Dec.1, Nov. 27):

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Week 12:

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Week 13 (Nov.29, Dec.7,8,4):

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Week 13:

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Week 14 (Dec. 6,14,15,11):

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Week 14:

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Week 1 (Sept. 6,7,8,11):

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(:include Main.FridayClassDates:)

Week 1:

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(:if loggedin true:)** Greenfield, from Everyware???(:if:)

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  • James L. Adams, Conceptual Blockbusting, ch. 2 (in coursepack)
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  • James L. Adams, Conceptual Blockbusting, ch. 2 (handout)
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(:if loggedin true:)Check to see if the User Research book has a good chapter for this

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  • Reading:
    • Physical Computing chapter 9 if we do video tracking
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  • Presentations Due: final project: show initial prototypes (projects selected at random)
  • Video Tracking
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  • Presentations Due: final project: show initial prototypes (half of the projects)
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  • Presentations Due:final project: show prototypes and user research (projects selected at random)
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  • Presentations Due:final project: show prototypes and user research (other half of the projects)
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  • Analog input, what an ADC is. (:if loggedin true:)Update with Arduino/Wiring.(:if:)
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  • Analog input, what an ADC is.
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  • Microcontrollers: what they are, different types, levels. (:if loggedin true:)Update with Arduino/Wiring.(:if:)
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  • Microcontrollers: what they are, different types, levels.
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  • Serial interpretation: ASCII
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  • Serial output: Sending bytes out (:if loggedin true:)Update with Arduino/Wiring.(:if:)
  • Serial interpretation: ASCII (:if loggedin true:)Update with Arduino/Wiring.(:if:)
  • Serial to desktop: Into Processing (:if loggedin true:)Update with Arduino/Wiring.(:if:)
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  • Digital Input and Output (:if loggedin true:)Update with Arduino/Wiring.(:if:)
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(:if auth edit:)Check to see if the User Research book has a good chapter for this

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  • Analog input, what an ADC is. (:if loggedin true:)Update with Arduino/Wiring.(:if:)
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  • Microcontrollers: what they are, different types, levels. (:if auth=edit:)Update with Arduino/Wiring.(:if:)
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(:if auth edit:)Check to see if the User Research book has a good chapter for this

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  • Analog input, what an ADC is. (:if auth edit:)Update with Arduino/Wiring.(:if:)
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  • Analog input, what an ADC is.
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  • Analog input, what an ADC is. (:if auth=edit:)Update with Arduino/Wiring.(:if:)
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->Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros. -Tom

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Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros.
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  • Digital Input and Output
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  • 'Physical Computing'' chapter 10
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  • Physical Computing chapter 10
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  • Reading:

**Physical Computing chapter 9 if we do video tracking

  • Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
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  • Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
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  • Wireless
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  • Project workshop
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  • Project workshop
  • Reading:
    • Physical Computing chapter 9 if we do video tracking
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  • Video Tracking
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  • Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)
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  • Reading:
    • Physical Computing chapter 7
    • Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)
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  • Reading: Nørretranders, User Illusion, ch. 6, "The Bandwidth of Consciousness" (in coursepack)
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  • Reading:
    • 'Physical Computing'' chapter 10
    • Nørretranders, User Illusion, ch. 6, "The Bandwidth of Consciousness" (in coursepack)
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  • Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
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  • Reading:

**Physical Computing chapter 9 if we do video tracking

  • Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
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List appropriate chapters from phys comp book for each week

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List appropriate chapters from phys comp book for each week

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Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros. -Tom
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->Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros. -Tom

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  • James L. Adams, Conceptual Blockbusting, ch. 2 (in coursepack) Check to see if the User Research book has a good chapter for this
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  • James L. Adams, Conceptual Blockbusting, ch. 2 (in coursepack)

(:if auth=edit:)Check to see if the User Research book has a good chapter for this (:if:)

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  • Presentations Due: Present final project concepts. Show observations
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  • Presentations Due: final project: show initial prototypes (projects selected at random)
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  • Presentations Due:final project: show prototypes and user research (projects selected at random)
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  • Synchronous serial or other topic TBA at instructor's discretion No class Nov. 23: Monday classes meet this day
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  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
  • Presentations Due: midterm assignment descriptions and observations
  • Assignment:
    • Midterm initial prototype
    • Lab: Serial output and Talking to Processing
  • Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)

Week 6 (Oct. 11,12,13,16):

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  • Midterm initial prototype
  • Lab: Serial output and Talking to Processing
  • Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)

Week 6 (Oct. 11,12,13,16):

  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
  • Presentations Due:midterm assignment initial prototype
  • Assignment:
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: Present and discuss observations.

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'''List appropriate chapters from phys comp book for each week

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(:if auth=edit:) '''List appropriate chapters from phys comp book for each week (:if:)

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: Present and discuss observations.

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  • Presentations Due: device/instrument/tool project (all projects to present)
  • Assignment:decide on which project you want to re-do for your final; be prepared to talk about it next week.
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  • Presentations Due: midterm assignment Advanced prototype (all projects to present)
  • Assignment: Decide what you want to do for your final.
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  • Presentations Due: observation project: Present and discuss opservations.
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: Present and discuss observations.

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: Present and discuss observations.

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  • thinking about layout of inputs and outputs
  • Code approaches: State machines, pseudocode, using subroutines well
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  • thinking about layout of inputs and outputs; how spatial relationships affect the way an interface is read
  • Code approaches
    • State machines
    • pseudocode
    • using subroutines well
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August 11, 2006, at 04:44 PM by tigoe -
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  • Structures, enclosures, and presentation, or
    • how to make a box
    • a few basic construction techniques
    • thinking about layout of inputs and outputs
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August 11, 2006, at 04:32 PM by tigoe -
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Week 1 (Sept. 7):

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August 11, 2006, at 04:23 PM by tigoe -
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  • Reading:
    • Norman, Design of Everyday Things, ch. 1 (in coursepack)
    • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
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  • Reading:
    • Norman, Design of Everyday Things, ch. 1 (in coursepack)
    • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
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  • Reading:
    • James L. Adams, Conceptual Blockbusting, ch. 2 (in coursepack)
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August 11, 2006, at 04:22 PM by tigoe -
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  • Presentations Due: observation project: Present location and observations.
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  • Presentations Due: observation project: Present and discuss opservations.
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  • Norman, Design of Everyday Things, ch. 1 (in coursepack)
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
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  • James L. Adams, Conceptual Blockbusting, ch. 2 (in coursepack)
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  • Presentations Due: Observation project; show final prototypes
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  • Presentations Due: Observation project: Present and discuss observations
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  • Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)
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  • Reading:
    • Norman, Design of Everyday Things, ch. 1 (in coursepack)
    • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
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  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
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  • Code approaches: State machines, pseudocode, using subroutines well
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  • Reading: Applications, TBA
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  • Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)
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  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
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  • Advanced prototype of device/instrument/tool project
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  • Final of device/instrument/tool project
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  • Presentations Due: device/instrument/tool project advanced prototype
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  • Presentations Due: device/instrument/tool project Final
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August 11, 2006, at 12:23 PM by tigoe -
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  • Lab: first PIC program
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  • Lab: first Arduino program
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August 11, 2006, at 12:22 PM by tigoe -
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Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros. -Tom

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Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros. -Tom
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August 11, 2006, at 12:21 PM by tigoe -
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(:if auth edit:)

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(:if auth=edit:)

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  • Intro to Arduino and PIC programming
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  • Intro to Arduino and first program.

(:if auth edit:) Add in a page here to introduce the Arduino, similar to my PIC and BX24 intros. -Tom (:if:)

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  • Intro to Arduino and PIC programming
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August 10, 2006, at 07:34 PM by cm1002 -
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August 10, 2006, at 06:33 PM by cm1002 -
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  • Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law
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  • Electronics
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  • first PIC program
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  • Lab: first PIC program
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  • : Analog in; tracking changes with variables; practical jokes
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  • Lab: Analog in; tracking changes with variables; practical jokes
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  • Lab: servo/analog out
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  • Lab: Serial output and Talking to Processing
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  • : Controlling a motor
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  • Lab: Controlling a motor
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  • : Talking to a MIDI device '''Week 10 (Nov. 9):
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  • Lab: Talking to a MIDI device

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August 10, 2006, at 06:25 PM by cm1002 -
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  • Introductions, Class structure, Digital vs. Analog
  • Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law
  • Soldering(thanks to Jeff Feddersen for the link)
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  • Introductions, Class structure, Digital vs. Analog
  • Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law
  • Soldering(thanks to Jeff Feddersen for the link)
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  • Join the physcomp listserve
  • Introduce yourself in the class wiki. Include links to any external site you're maintaining for this class.
  • Sign up for two days of shop cleaning.
  • Electronics
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  • Join the physcomp listserve
  • Introduce yourself in the class wiki. Include links to any external site you're maintaining for this class.
  • Sign up for two days of shop cleaning.
  • Electronics
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  • Buxton, "Less is more (more or less)"
  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. )

Week 2 (Sept. 14): '''

  • Microcontrollers: what they are, different types, levels.
  • Intro to PICand PIC programming
  • Digital Input and Output
  • serout2 (for debugging; more detail in week 5)
to:
  • Buxton, "Less is more (more or less)"
  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. )

Week 2 (Sept. 14): '''

  • Microcontrollers: what they are, different types, levels.
  • Intro to PICand PIC programming
  • Digital Input and Output
  • serout2 (for debugging; more detail in week 5)
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  • first PIC program
  • Begin observation project (group project)
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  • first PIC program
  • Begin observation project (group project)
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Week 3 (Sept. 21): '''

  • Memory and variables: Decimal, binary, hex.
  • Analog input, what an ADC is.
  • Presentations Due: observation project: Present location and observations.
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Week 3 (Sept. 21): '''

  • Memory and variables: Decimal, binary, hex.
  • Analog input, what an ADC is.
  • Presentations Due: observation project: Present location and observations.
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  • : Analog in; tracking changes with variables; practical jokes
to:
  • : Analog in; tracking changes with variables; practical jokes
Changed lines 32-36 from:
  • Norman, Design of Everyday Things, ch. 1 (in coursepack)
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
to:
  • Norman, Design of Everyday Things, ch. 1 (in coursepack)
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".
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  • Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)
  • Presentations Due: Observation project; show final prototypes
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  • Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)
  • Presentations Due: Observation project; show final prototypes
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  • Begin device/instrument/tool project (group project)
  • : servo/analog out
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  • Begin device/instrument/tool project (group project)
  • : servo/analog out
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Week 5 - (Oct. 5):

  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
  • Presentations Due: device/instrument/tool project descriptions and observations
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Week 5 - (Oct. 5):

  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
  • Presentations Due: device/instrument/tool project descriptions and observations
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  • Device/instrument/tool initial prototype
  • Lab: and
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  • Device/instrument/tool initial prototype
  • Lab: and
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Week 6 (Oct. 12):

  • Code approaches: State machines, pseudocode, using subroutines well
  • Presentations Due: device/instrument/tool project initial prototype
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Week 6 (Oct. 12):

  • Code approaches: State machines, pseudocode, using subroutines well
  • Presentations Due: device/instrument/tool project initial prototype
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  • Advanced prototype of device/instrument/tool project
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  • Advanced prototype of device/instrument/tool project
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Week 7 (Oct. 19): '''

  • Digital output:Transistors and Relays: switching higher-current devices (light bulb and switch)
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Week 7 (Oct. 19): '''

  • Digital output:Transistors and Relays: switching higher-current devices (light bulb and switch)
Changed lines 64-68 from:
  • DC motors
  • Steppers
  • Presentations Due: device/instrument/tool project advanced prototype
to:
  • DC motors
  • Steppers
  • Presentations Due: device/instrument/tool project advanced prototype
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  • : Controlling a motor

Week 8 (Oct. 26): '''

  • Presentations Due: device/instrument/tool project (all projects to present)
  • Assignment:decide on which project you want to re-do for your final; be prepared to talk about it next week.
to:
  • : Controlling a motor

Week 8 (Oct. 26): '''

  • Presentations Due: device/instrument/tool project (all projects to present)
  • Assignment:decide on which project you want to re-do for your final; be prepared to talk about it next week.
Changed lines 75-78 from:

Week 9 (Nov. 2):

  • MIDI and other control protocols
  • Begin Final Project (group or individual)
  • Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
to:

Week 9 (Nov. 2):

  • MIDI and other control protocols
  • Begin Final Project (group or individual)
  • Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
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  • : Talking to a MIDI device '''Week 10 (Nov. 9):
  • Video Tracking
  • Presentations Due: Present final project concepts. Show observations
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  • : Talking to a MIDI device '''Week 10 (Nov. 9):
  • Video Tracking
  • Presentations Due: Present final project concepts. Show observations
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Week 11 (Nov. 16):

  • Presentations Due: Final Project: show technical research (projects selected at random)
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Week 11 (Nov. 16):

  • Presentations Due: Final Project: show technical research (projects selected at random)
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Week 12 (Nov. 30):

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Week 13 (Dec. 7):

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Week 14 (Dec. 14):

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August 10, 2006, at 06:18 PM by cm1002 -
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Week 5 - (Oct. 5):'''

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Week 5 - (Oct. 5):

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Week 6 (Oct. 12):

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Week 9 (Nov. 2):

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  • : Talking to a MIDI device Week 10 (Nov. 9):
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  • : Talking to a MIDI device '''Week 10 (Nov. 9):
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Week 11 (Nov. 16):'''

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Week 14 (Dec. 14):

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August 10, 2006, at 06:17 PM by cm1002 -
Changed lines 2-117 from:
 Week 1 (Sept. 7):  * Introductions, Class structure, Digital vs. Analog  * Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law  * Soldering(thanks to Jeff Feddersen for the link)  * Assignment: ** Join the physcomp listserve ** Introduce yourself in the class wiki. Include links to any external site you're maintaining for this class.  ** Sign up for two days of shop cleaning.  ** Lab: Electronics  * Reading: ** Buxton, "Less is more (more or less)"  ** Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. )  Week 2 (Sept. 14):  * Microcontrollers: what they are, different types, levels.  * Intro to PICand PIC programming * Digital Input and Output * serout2 (for debugging; more detail in week 5)  * Assignment: ** Lab: first PIC program  ** Begin observation project (group project)  * Extra assignment for week 3/4: Attend a Tool safety session in the shop Week 3 (Sept. 21):  * Memory and variables: Decimal, binary, hex.  * Analog input, what an ADC is.  * Presentations Due: observation project: Present location and observations.  * Assignment: ** Lab: Analog in; tracking changes with variables; practical jokes  * Reading: ** Norman, Design of Everyday Things, ch. 1 (in coursepack)  ** Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".  Week 4 (Sept. 28): * Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)  * Presentations Due: Observation project; show final prototypes  * Assignment: ** Begin device/instrument/tool project (group project)  ** Lab: servo/analog out  * Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack) Week 5 - (Oct. 5): * Serial output: Sending bytes out  * Serial interpretation: ASCII  * Serial to desktop: Into Processing  * Presentations Due: device/instrument/tool project descriptions and observations  * Assignment: ** Device/instrument/tool initial prototype  ** Lab: Serial output and Talking to Processing * Reading: Applications, TBA  Week 6 (Oct. 12): * Code approaches: State machines, pseudocode, using subroutines well  * Presentations Due: device/instrument/tool project initial prototype  * Assignment: ** Advanced prototype of device/instrument/tool project  * Reading: Nørretranders, User Illusion, ch. 6, "The Bandwidth of Consciousness" (in coursepack) Week 7 (Oct. 19):  * Digital output:Transistors and Relays: switching higher-current devices (light bulb and switch) * Motors and Inductance:  ** DC motors ** Steppers * Presentations Due: device/instrument/tool project advanced prototype  * Assignment: ** Lab: Controlling a motor  Week 8 (Oct. 26):  * Presentations Due: device/instrument/tool project (all projects to present)  * Assignment:decide on which project you want to re-do for your final; be prepared to talk about it next week.  * Reading: Applications: TBA  Week 9 (Nov. 2): * MIDI and other control protocols  * Begin Final Project (group or individual)  * Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)  * Assignment: ** Lab: Talking to a MIDI device  Week 10 (Nov. 9): * Video Tracking * Presentations Due: Present final project concepts. Show observations  * Project workshop  Week 11 (Nov. 16): * Presentations Due: Final Project: show technical research (projects selected at random)  * Synchronous serial or other topic TBA at instructor's discretion  No class Nov. 23: Monday classes meet this day Week 12 (Nov. 30): * Presentations Due:Final: show prototypes and user research (projects selected at random)  Week 13 (Dec. 7): * Presentations Due:Final Project Presentation (half of projects)  Week 14 (Dec. 14): * Presentations Due:Final Project Presentation (half of projects)
to:

Week 1 (Sept. 7):

  • Introductions, Class structure, Digital vs. Analog
  • Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law
  • Soldering(thanks to Jeff Feddersen for the link)
  • Assignment:
  • Join the physcomp listserve
  • Introduce yourself in the class wiki. Include links to any external site you're maintaining for this class.
  • Sign up for two days of shop cleaning.
  • Electronics
  • Reading:
  • Buxton, "Less is more (more or less)"
  • Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. )

Week 2 (Sept. 14): '''

  • Microcontrollers: what they are, different types, levels.
  • Intro to PICand PIC programming
  • Digital Input and Output
  • serout2 (for debugging; more detail in week 5)
  • Assignment:
  • first PIC program
  • Begin observation project (group project)
  • Extra assignment for week 3/4: Attend a Tool safety session in the shop

Week 3 (Sept. 21): '''

  • Memory and variables: Decimal, binary, hex.
  • Analog input, what an ADC is.
  • Presentations Due: observation project: Present location and observations.
  • Assignment:
  • : Analog in; tracking changes with variables; practical jokes
  • Reading:
  • Norman, Design of Everyday Things, ch. 1 (in coursepack)
  • Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".

Week 4 (Sept. 28):

  • Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)
  • Presentations Due: Observation project; show final prototypes
  • Assignment:
  • Begin device/instrument/tool project (group project)
  • : servo/analog out
  • Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack)

Week 5 - (Oct. 5):'''

  • Serial output: Sending bytes out
  • Serial interpretation: ASCII
  • Serial to desktop: Into Processing
  • Presentations Due: device/instrument/tool project descriptions and observations
  • Assignment:
  • Device/instrument/tool initial prototype
  • Lab: and
  • Reading: Applications, TBA

Week 6 (Oct. 12):'''

  • Code approaches: State machines, pseudocode, using subroutines well
  • Presentations Due: device/instrument/tool project initial prototype
  • Assignment:
  • Advanced prototype of device/instrument/tool project
  • Reading: Nørretranders, User Illusion, ch. 6, "The Bandwidth of Consciousness" (in coursepack)

Week 7 (Oct. 19): '''

  • Digital output:Transistors and Relays: switching higher-current devices (light bulb and switch)
  • Motors and Inductance:
  • DC motors
  • Steppers
  • Presentations Due: device/instrument/tool project advanced prototype
  • Assignment:
  • : Controlling a motor

Week 8 (Oct. 26): '''

  • Presentations Due: device/instrument/tool project (all projects to present)
  • Assignment:decide on which project you want to re-do for your final; be prepared to talk about it next week.
  • Reading: Applications: TBA

Week 9 (Nov. 2):'''

  • MIDI and other control protocols
  • Begin Final Project (group or individual)
  • Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)
  • Assignment:
  • : Talking to a MIDI device Week 10 (Nov. 9):
  • Video Tracking
  • Presentations Due: Present final project concepts. Show observations
  • Project workshop

Week 11 (Nov. 16):'''

  • Presentations Due: Final Project: show technical research (projects selected at random)
  • Synchronous serial or other topic TBA at instructor's discretion No class Nov. 23: Monday classes meet this day

Week 12 (Nov. 30):'''

  • Presentations Due:Final: show prototypes and user research (projects selected at random)

Week 13 (Dec. 7):'''

  • Presentations Due:Final Project Presentation (half of projects)

Week 14 (Dec. 14):'''

  • Presentations Due:Final Project Presentation (half of projects)
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August 10, 2006, at 06:08 PM by cm1002 -
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 Week 1 (Sept. 7):  * Introductions, Class structure, Digital vs. Analog  * Intro to Electronics: Definition of components, reading a meter, reading a schematic, Ohm's Law  * Soldering(thanks to Jeff Feddersen for the link)  * Assignment: ** Join the physcomp listserve ** Introduce yourself in the class wiki. Include links to any external site you're maintaining for this class.  ** Sign up for two days of shop cleaning.  ** Lab: Electronics  * Reading: ** Buxton, "Less is more (more or less)"  ** Crawford, The Art of Interactive Design, chapters 1 and 2 (note: you will need to sign into NYUHome to view this. )  Week 2 (Sept. 14):  * Microcontrollers: what they are, different types, levels.  * Intro to PICand PIC programming * Digital Input and Output * serout2 (for debugging; more detail in week 5)  * Assignment: ** Lab: first PIC program  ** Begin observation project (group project)  * Extra assignment for week 3/4: Attend a Tool safety session in the shop Week 3 (Sept. 21):  * Memory and variables: Decimal, binary, hex.  * Analog input, what an ADC is.  * Presentations Due: observation project: Present location and observations.  * Assignment: ** Lab: Analog in; tracking changes with variables; practical jokes  * Reading: ** Norman, Design of Everyday Things, ch. 1 (in coursepack)  ** Norman, Emotional Design, Chapter 1, "Attractive Things Work Better".  Week 4 (Sept. 28): * Analog output: Devices that create analog motion or sound. (servo, freqout, PWM)  * Presentations Due: Observation project; show final prototypes  * Assignment: ** Begin device/instrument/tool project (group project)  ** Lab: servo/analog out  * Reading: Myron Krueger, "Responsive Environments", in Packer & Jordan, Multimedia: From Wagner to Virtual Reality, ch. 12, pp. 104-120. (in coursepack) Week 5 - (Oct. 5): * Serial output: Sending bytes out  * Serial interpretation: ASCII  * Serial to desktop: Into Processing  * Presentations Due: device/instrument/tool project descriptions and observations  * Assignment: ** Device/instrument/tool initial prototype  ** Lab: Serial output and Talking to Processing * Reading: Applications, TBA  Week 6 (Oct. 12): * Code approaches: State machines, pseudocode, using subroutines well  * Presentations Due: device/instrument/tool project initial prototype  * Assignment: ** Advanced prototype of device/instrument/tool project  * Reading: Nørretranders, User Illusion, ch. 6, "The Bandwidth of Consciousness" (in coursepack) Week 7 (Oct. 19):  * Digital output:Transistors and Relays: switching higher-current devices (light bulb and switch) * Motors and Inductance:  ** DC motors ** Steppers * Presentations Due: device/instrument/tool project advanced prototype  * Assignment: ** Lab: Controlling a motor  Week 8 (Oct. 26):  * Presentations Due: device/instrument/tool project (all projects to present)  * Assignment:decide on which project you want to re-do for your final; be prepared to talk about it next week.  * Reading: Applications: TBA  Week 9 (Nov. 2): * MIDI and other control protocols  * Begin Final Project (group or individual)  * Reading: Hoffman, Visual Intelligence, ch. 7, pp.172-184 (in coursepack)  * Assignment: ** Lab: Talking to a MIDI device  Week 10 (Nov. 9): * Video Tracking * Presentations Due: Present final project concepts. Show observations  * Project workshop  Week 11 (Nov. 16): * Presentations Due: Final Project: show technical research (projects selected at random)  * Synchronous serial or other topic TBA at instructor's discretion  No class Nov. 23: Monday classes meet this day Week 12 (Nov. 30): * Presentations Due:Final: show prototypes and user research (projects selected at random)  Week 13 (Dec. 7): * Presentations Due:Final Project Presentation (half of projects)  Week 14 (Dec. 14): * Presentations Due:Final Project Presentation (half of projects)
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August 10, 2006, at 06:01 PM by cm1002 -
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