Syllabus: Creative Kinetic Systems¶

16-223: IDeATe Portal: Creative Kinetic Systems

MW 10:00AM-11:50AM

Hunt Library A10 (IDeATe Physical Computing Lab)

office hours: Friday 3-5PM in HL A10, plus on request (see Office Hours and Zoom)

https://courses.ideate.cmu.edu/16-223

Instructor: Dr. Garth Zeglin (garthz) (pronouns: he/him/his)

IDeATe Portal Course, offered by The Robotics Institute

IDeATe Programs: Intelligent Environments, Physical Computing

Prerequisites: none

Audit permitted: no

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.

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.

Please note that audit registrations or schedule overlaps are disallowed due to the hands-on collaborative nature of the course.

History

This course was offered under this name in Fall 2025, Fall 2024, Fall 2023, Fall 2022, Fall 2021, Fall 2020, Fall 2019, and 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.

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.

Prerequisite Knowledge¶

The course has no formal prerequisites and is intended as a novice-level introduction to creative user experience design, mechanical design, electronic circuit construction, and embedded programming.

In practice, the pace of the course does assume some programming coursework or experience. Students without any programming experience have succeeded but should expect to spend additional time on rapid self-study of elementary Python programming.

Students using the course to fulfill the Portal requirement for an IDeATe minor should consider one of the recommended computing courses.

Course Structure¶

The overall structure of the semester proceeds through two main phases. First is a skill-building and theory development phase centered on focused prototyping exercises. After that the course shifts to collaborative project development with more open-ended goals.

The skill-building portion is divided into phases of increasing complexity from simple mechanisms to controlled systems. Each phase will include attention to mechanism, electronics, software, human interface, collaboration, and critique.

Weekly Calendar¶

The day-by-day progress is charted on the Daily Agenda Logbook pages. Following is the general plan.

Weeks	Topics, Exercises, and Project Activities
1-4	Open-loop systems: CircuitPython, SolidWorks, basic mechanical design.
5-8	Sensor-driven systems: basic electronics, sensor interfacing, interaction design.
9	Generative and autonomous systems: generative movement, feedback processes.
10-11	Project ideation, planning, and design; design review, proof-of-concept testing.
12	Prototype fabrication and testing.
13	Final prototype revision and demonstration.
14	Documentation, analysis, review, and critique.

Daily Schedule¶

Scheduled classes take place in Hunt A10. The day-by-day agenda is provided on the Daily Agenda Logbook pages. Most scheduled class periods begin with a group discussion activity, followed by more specialized tutorials and individual questions. On specific presentation days the group discussion occupies the entire class period.

The group discussion activities take several forms, but frequently include a brief initial presentation, breakout into smaller groups to work out a specific prompt, then a full-class review of results.

Canvas¶

The course Canvas site is used only for reporting grades. All assignments can be found on the Daily Agenda Logbook and submissions are either in-person or as Google docs posted in the designated Shared Drive folder.

Assessment and Grading¶

This is a hands-on course based on lab exercises and projects. There are no quizzes or exams, and nearly every assignment involves building and programming a simple physical system.

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. The total grade in the course will be weighted approximately 40% for technical exercises and demos, 50% for the project, and 10% for classroom participation and discussion.

The principal forms of assessment will be verbal critique, peer commentary, and self-reflection. Each student in this course begins with different experiences, disposition, and goals. There are many possible objectives in each assignment, e.g. developing a new skill, testing a new process, or prototyping a concept. Different students may choose different emphasis. The critique will center on the self-chosen goals. Sometimes we all learn more from an ambitious failure than a routine success.

Grading in the course is principally based on the documented evidence of fully engaging with the problems.

Most assignments will be graded either complete or no credit based on fulfilling all the defined objectives, which may include analysis, prototyping, documentation, and reflection. Especially good results may earn limited bonus credit.
In general, individual prototypes should meet the physical performance goals. But please note that a well-executed but ultimately unsuccessful idea will still get credit if the failures can be reasonably documented and explained.
Please note if work isn’t documented in photos and video, it didn’t happen; credit is given based on submitted documentation, not hazy memories of an in-person demonstration.
Formal grading is only reviewed and posted at mid-term and the end. Students are expected to submit assignment documentation on an ongoing basis to be available for review, but the hard submission deadlines are actually the last day before Fall Break and the last day of classes.
For team projects, individual scores for a project may vary from the group score based on peer reports and instructor observations.
Please note that unexcused absences may lower your overall grade as per the Attendance Policy policy.

Course Policies¶

Attendance Policy¶

Coming to class on time is mandatory. Attendance is recorded for each class and three unexcused absences will cost you 10% of your final grade, with an additional 10% for each successive missed class. In case of sickness, please see Health Absence Policy.

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 your other courses have big deadlines, but the designated class hours are the most effective time for discussion and communication.

Lateness Policy¶

Please finish your assignments on time; it is enormously disruptive to in-class reviews when work is incomplete or missing. In general, work which misses the in-class review deadline will not be given a rescheduled review, so you will not receive verbal critique or peer assessment. Late work will be credited for grading purposes based solely on submitted documentation.

Late work which misses the documentation review deadline will not receive credit, unless prior authorization is obtained from an instructor and documented in email; verbal authorization is not sufficient.

Please remember that something is always better than nothing. If the review is imminent, please bring whatever prototype you have and submit whatever text, images, and drawings you can rather than do nothing.

Health Absence Policy¶

No one should physically come to class if they are feeling unwell for any reason, whether Covid-19 or something else. Part of the responsibility of each student is respecting the welfare of others.

Please contact your instructor by email prior to class if you are sick. Please consider remote participation (if feasible); the Zoom meeting and password can be found on the office hours doc (login required). Generous allowances will be made after illnesses for renegotiating due dates and expectations.

Academic Integrity¶

All technology is developed on the basis of prior work. As we learn new skills, it is fully acceptable to find existing designs, program samples, and media to use as reference, within the limits of the policy on Generative Artificial Intelligence. When using found materials in your own work there are two requirements:

Attribution. You must clearly identify where the found material came from or who made it.
Transformation. You must significantly transform the materials you are using. You should extend the elements, modify it into something new, offer new insight into the concepts underlying the example, etc.

More details can be found in the university Academic Integrity Policy.

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.

Google Shared Drive and Data Retention¶

The course uses a semi-public Google Shared Drive for submission of assignment documentation. The access permissions allow authenticated university users to read the contents with the intent that your results will be available to future students.

All documents, slideshows, photos, videos, etc. must be stored directly in the Shared Drive, not as links or shortcuts from your personal or student Drive space. This will guarantee persistence when your student account is deleted after graduation.

Please note that although Carnegie Mellon has no stated plan to examine file content, there is no fundamental technical reason this could not change in the future. Please consider all data stored on Google systems as potentially subject to future surveillance. This includes Drive, Mail, Gemini, and all other Google productivity apps.

Generative Artificial Intelligence¶

Updated for 2026.

In brief, all uses of generative artificial intelligence (“genAI”) are prohibited in this course.

Generative AI technologies are rapidly evolving and several services are currently available via your student account. They can be hard to avoid since many online services are including AI results by default.

Nevertheless, all uses of generative AI services are prohibited for course activities, including but not limited to online search, text summary, text generation, image generation, writing assistance, code generation, and program debugging. In the event you do encounter genAI results you are required to find and read human-written cited sources before using this information for course purposes.

The one exception to this rule is that automatic language translation is permitted. However, for assignments and course business the original text will be considered authoritative.

Misuse of genAI results will be treated as unauthorized assistance under the terms of the Carnegie Mellon Academic Integrity Policy.

There are several components to my rationale:

You learn a skill through practice, not through observing a result. Relevant skills for this course include reading, writing, coding, critical thinking, and constructive drawing. While genAI can mimic human results in these areas, you will not learn. The process is the whole point; the final result is simply evidence of the process.
These tools are often wrong. These systems offer the allure of results written in an authoritative voice, but this an illusion of competence. Even under the best circumstances no genAI result should be trusted unless it can be independently verified.
These accuracy concerns also apply to automatic translation. However, in the interests of equity for non-native speakers I am allowing use, although you are still accountable to the original text.
This is not a writing class and you are not being graded on writing quality. It is more informative for me to read your ideas as you express them directly rather than filtered through a machine. Writing is also a process of synthesis and discovery; using language tools may obstruct creative insight.

Please note this is an ongoing discussion, and I welcome questions and feedback on this policy.

Computing Needs¶

Each student is expected to provide computing resources for individual work. If this requirement constitutes an individual hardship, please contact the instructor.

Our principal use of computing will be using software tools in support of digital fabrication, e.g. designing parts for laser-cutting. The optional course-supported CAD system will be SolidWorks. You will also need support for basic video editing.

Materials and Equipment¶

IDeATe endeavors to make all needed resources available to students without additional course fees. This class uses the extensive resources of the Physical Computing Lab. Laser-cutting materials are available on request and 3D prints are available for no charge. The class also has a small budget for special final project purchases. Students are also permitted to provide, scavenge, or purchase additional materials for projects. If you find yourself unable to complete the work using the resources at hand, please consult your instructor.

Physical Computing Lab¶

The designated classroom for the course is the IDeATe Physical Computing Lab in Hunt A10. Students will have access to the lab any time outside of scheduled class times via the ID card reader at the door. Please be courteous and refrain from entering during other classes.

Part of taking this course is joining the IDeATe interdisciplinary community. Students with lab access are 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 lab usage schedule is online at IDeATe PhysComp Lab Calendar.

IDeATe Facilities¶

The course makes use of the IDeATe fabrication facilities and labs in the lower level of Hunt Library, subject to availability and the current IDeATe policies.

IDeATe laser cutters will be available for trained students. Please see the IDeATe Laser Cutters page for current details on qualification. Qualified students will gain long-term access.
The Mosaic 3D printing system will be operating via an online queue for course-related projects. Resin 3D printing will be available on request.
The adjacent library study rooms operate on a reservation-only system.

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.

Federal Law Enforcement¶

There is currently no expectation the campus or our classroom will be visited by agents from the FBI (Federal Bureau of Investigation), ICE (U.S. Immigration and Customs Enforcement), HSI (Homeland Security Investigations), or other federal forces. However, this could change at any point. The following guide is not legal advice but my requested classroom procedure in the event of a visit.

Do not open the door. As a private space, we are not required to allow entry unless presented with a valid judicial search warrant.
Please notify CMU Campus Security at 412-268-2323.
Please record the encounter using audio and video.
Please do not speak to agents. You have the right to remain silent.
If no instructor is present, please announce that the space is private and you do not consent to entry, search or questioning. If agents persist, demand a judicial warrant passed under the door.
Please stay calm and observe closely. Please remain in place, do not interfere, and do not lie or mislead.

For additional details and especially advice for persons without US citizenship, I recommend the following sources:

Individual Support¶

Accommodations for Students with Disabilities¶

Updated for 2026.

If you have a disability and require accommodations but do not already have them approved by the Office of Disability Resources, please apply for accommodations through the Application section of the Disability Resources Online Portal. If you already have accommodations approved with Disability Resources, please use the Accommodations Management of the Disability Resources Online Portal to notify me about your accommodations, and discuss your accommodations and needs with me as early in the semester as possible. I will work with you to ensure that accommodations are provided as appropriate.

Respect for Diversity¶

It is my intent that students from all diverse backgrounds and perspectives be well served by this course, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways you see to improve equitable treatment of yourself or other students in the course so we can address these questions with clarity.

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 https://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.

If you are having difficulty with your coursework, please be aware of the many resources available via the Student Academic Success Center, including coaching, tutoring, communication support, language and cross-cultural support, and supplemental instruction.

Last updated 2026-08-23.