Syllabus: Creative Kinetic Systems

16-223: IDeATe Portal: Creative Kinetic Systems
MW 9:30AM-11:20AM plus four Friday trips
Hunt Library A10 (IDeATe Physical Computing Lab)
https://courses.ideate.cmu.edu/16-223
Instructor: Dr. Garth Zeglin (garthz)
IDeATe Portal Course, offered by The Robotics Institute
IDeATe Programs: Intelligent Environments, Physical Computing
Prerequisites: none
16-223-F19 Canvas

The art and science of machines which evoke human delight through physical movement is founded on a balance of form and computation. This introductory physical computing course addresses the practical design and fabrication of robots, interactive gadgets, and kinetic sculptures. The emphasis is on creating experiences for human audiences through the physical behavior of devices which embody computation with mechanism, sensing, and actuation. Specific topics include basic electronics, elementary mechanical design, embedded programming, and parametric CAD. A key objective is gaining an intuitive understanding of how information and energy move between the physical, electronic, and computational domains to create a compelling behavior. The final projects are tested in the field on children and adults.

This interdisciplinary course is an IDeATe Portal Course open to students from all colleges. For students choosing to follow an IDeATe program it is an entry into either Physical Computing or Intelligent Environments. The structure of the class revolves around collaborative exercises and projects which introduce core physical computing and system engineering techniques in a human-centric context. Students apply system and design thinking across multiple domains, work together to make and test several devices, and participate in wide-ranging critique which considers both technical and artistic success.

History

This course was offered under this name in Fall 2018, but was previously known as 16-223: Introduction to Physical Computing in Fall 2017, Fall 2016, and Fall 2015, and under 16-223/60-223 in Fall 2014. That name is still used by 60-223: Introduction to Physical Computing.

Extra Time Commitments

Students will be required to make four Friday field trips for observation and testing. Students must be willing to obtain Act 153 clearances for working with children.

Learning Objectives

Upon completion of this course the students will be able to:

  • design and fabricate kinetic mechanical structures

  • apply elementary electrical theory to constructing and debugging simple circuits

  • program imperative and event-loop based software for real-time embedded control

  • partition system functionality between mechanism, electronic hardware, and software

  • develop electromechanical computing solutions through an iterative research, design, and prototyping process

  • evaluate a system in the context of an end user application or experience

  • participate in collaborative teams by negotiating common goals and coordinating roles

  • analyze and critique projects along artistic and technical dimensions both verbally and in writing

  • reflect critically on their own learning and design process

  • articulate the story of a project and learning process through visual, written, and oral media

  • critique kinetic systems using the lenses of history and cultural context

Teaching Philosophy

This course is an introduction to the IDeATe Physical Computing Program, using technology learning as a vehicle for exploring interdisciplinary thinking. It operates under the following principles:

Immersion. Language shapes thought; thinking clearly about engineering and computing requires precise use of language. The course emphasizes correct use of technical terminology from the start, even as the meaning incrementally becomes understood.

Experiential Learning. We learn by doing. The course emphasizes immediate application of theory into practical demonstration; it is the success and especially the failure of the experiment which creates a vivid understanding of the principles.

Cooperative Learning. We teach each other. Articulating an explanation develops and tests knowledge and hones the skill of knowing the bounds of one’s own knowledge. Sometimes we will teach each other incorrectly, but careful attention to further evidence will correct this over time.

Self-motivation. Students are responsible for their own progress. Wherever possible, the driving motivation will be a self-chosen goal, divided into manageable subproblems. The desire for the goal prompts autonomous exploration. If you ever find the course dull, that is an opportunity to reflect on what you are trying to achieve and choose a new objective.

Reflection and Writing. Understanding develops through reflection, and the best discipline for reflection is writing and drawing. Mere repetition of the examples does not build skill; it is the process of reflection which integrates experience into knowledge which can be applied to novel situations.

Collaboration. The aim of IDeATe is to train each student to be excellent in one area of technology or arts and be able to collaborate within diverse cohorts of technology and arts experts. Collaborative skill requires excellence in one’s own areas of expertise, an ability to translate ideas across disciplinary bounds, and a proficiency in negotiation and compromise. Assigned groups give students practice with teamwork among unfamiliar collaborators.

Course Structure

The overall structure of the semester proceeds through a skill-building phase followed by a project phase. The first six weeks are spent developing basic engineering skills, yielding five small demo projects which highlight specific techniques. The project is organized as a rapid proof-of-concept test followed by a revised prototype, both tested in the field.

Week

Topics, Exercises, and Project Activities

1

Arduino programming, basic circuit theory.

2

Parametric CAD, Labor Day.

3

Basic mechanical design and fabrication, actuator interfacing.

4

Sensors and feedback processes.

5

Algorithms and generative movement.

6

Project introduction, site analysis.

7

Project brainstorming and development.

8

Project planning and design.

9

Detailed system design.

10

Design review, purchasing, fabrication, software prototyping.

11

Final fabrication, software integration.

12

First field test, system revisions.

13

Revision testing, final debugging, final field test.

14

Documentation, Thanksgiving break.

15

Review and critique.

Grading Rubric

Everybody is assumed to start with an A in the course. If you do the work you will keep it, but failing to fulfill the expectations will cause you to drift downward.

Grading for this course is based on frequent low-stakes assessment. Each formal assignment is graded using a rubric which includes one or more of the following categories:

  • concept: clarity of the key idea, articulation of key principles and narrative, applicability to human or artistic needs, selection of appropriate aspects for proof-of-concept.

  • execution: translation of the concept into design, quality of the technical implementation.

  • documentation: quality of the reflection, clarity of the presentation, detail of the technical documentation.

Please note that project deadlines are strict as outlined in the Lateness Policy section. Project reports must also adhere carefully to the specified to achieve full documentation scores.

The total course grades are scored on a relative scale based on weighted point totals. The approximate total weighting is 60% for projects and 40% for the technical exercises and demos. The full grade includes many categories:

  1. group project proposals

  2. group project milestones

  3. group project reports documenting full projects

  4. ideation exercises

  5. practical evaluation of lab and technical skills

  6. individual peer-evaluation reports

  7. attendance

Grades provide only a rough metric for student feedback. The more nuanced and useful feedback comes from in-class verbal critiques, individual interviews, and written comments.

Technical Demo Practicum

The skill-building phase is constructed around five individual assignments which demonstrate individual knowledge and skills. Students will be required to complete all demos satisfactorily to advance to the project phase.

General Course Policies

Attendance Policy

Coming to class on time is mandatory. We will take attendance at each class and three unexcused absences will cause you to lose 10% in your final grade, with an additional 10% for each successive missed class. If you must be absent, you must request approval in advance.. Late requests will be considered on a case by case basis. Unexcused absences during review days will also reduce your individual project grade.

We understand that the hour is early and your other courses have big deadlines, but the designated class hours are the most effective time for communicating among group members and instructors. This is a project-based class where students work in teams, and we need to make sure absences aren’t impacting others.

Lateness Policy

All assignments must be submitted by the required deadline, unless prior authorization is obtained from an instructor and documented in email. Verbal authorization is not sufficient: any verbal discussion of late submission must be documented with an emailed request and reply.

Assignments received within 24 hours of the deadline will receive half-score. Assignments received later than 24 hours will not be examined and receive zero score.

Assignments bounced for revision at the discretion of the instructor must be returned within 24 hours if not otherwise specified. This rule is meant to allow a grace period for reports which overlook a required element; please do not assume that incomplete work can be resubmitted.

However, please remember that something is always better than nothing. If the deadline is imminent, please submit whatever text, images, and drawings you can rather than do nothing. Always ask for an extension rather than silently fail to deliver.

Electronic Devices

The use of devices for non-class activities is strictly prohibited during class time. This especially applies to phones and social media: leave it at home or leave it your pocket.

The instructor reserves the right to confiscate devices without notice. If a persistent problem develops, phones will be banned completely from class.

Class participation is essential for learning and collaboration. An individual engaging with outside distractions has an effect larger than their own attention: it distracts others and diffuses the group focus.

If you feel bored and in need of distraction, then I challenge you to spend that energy instead formulating a question about the material at hand.

Physical Computing Lab

The classroom for the course in the IDeATe Physical Computing Lab in Hunt A10. Part of taking this course is joining the IDeATe interdisciplinary community. You will gain access to IDeATe facilities but are also expected to be a good community member and take responsibility for sharing resources wisely.

All lab users are expected to abide by the Physical Computing Lab Policies. The lab inventory of components and materials is available online at Physical Computing Lab Inventory.

The room is used quite a bit during Mon-Thu, see the IDeATe PhysComp Lab Calendar. Other resources may be reserved using the IDeATe Reservations Calendar.

IDeATe Facilities

The course makes use of the IDeATe fabrication facilities and labs in the lower level of Hunt Library, and students will gain long-term access to the laser cutters and Lending system. Please read and become familiar with the IDeATe lending and purchasing policies, which can be accessed at https://resources.ideate.cmu.edu. The IDeATe facilities are shared student resources and spaces. As such, all members of the IDeATe community are expected to be respectful of the equipment, the spaces, and fellow students and their projects. Always clean up after completing your work, put things back in their correct place, and leave the lab in better condition than you found it.

Child Clearances

All students in the course are required to obtain Act 153 volunteer clearances for working with children. This is a requirement for participating in field testing at the Children’s Museum. The application process will take place during a class meeting early in the semester but students are obliged to forward their received FBI reports to both the instructor and Human Resources.

Pennsylvania Act 153 requires employees, volunteers and other individuals who interact with minors to obtain three different background certifications:

  • Pennsylvania Criminal History Check through the Pennsylvania State Police

  • Pennsylvania Child Abuse History Check through the Pennsylvania Department of Human Services

  • FBI Criminal History Check; this check requires the individual to submit their fingerprints to the FBI

For more information on related policies, please see https://www.cmu.edu/child-protection/.

Accommodations for Students with Disabilities

If you have a disability and are registered with the Office of Disability Resources, I encourage you to use their online system to notify me of your accommodations and discuss your needs with me as early in the semester as possible. I will work with you to ensure that accommodations are provided as appropriate. If you suspect that you may have a disability and would benefit from accommodations but are not yet registered with the Office of Disability Resources, I encourage you to contact them at access@andrew.cmu.edu.

Student Health and Well-being

Please take care of yourself. Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress.

If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is here to help: call 412-268-2922 and visit http://www.cmu.edu/counseling. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.

Last updated 2019-08-25.