Month: September 2022

Circuit 1: Fade

To build this circuit, I followed the instructions on the Arduino official website. I assembled the wires relatively quick since we’ve practised doing this in class before. However, the circuit didn’t work under the code at my first attempt; and after asking the help of one LA, she pointed out that this code requires one to pin 9 specifically as the ledpin, while I wrongfully thought that using pin 8 would also work. After I reconnected to pin 9, the circuit worked smoothly.  

<iframe src=”https://drive.google.com/file/d/1nR4Y1FBiz5yeFlDnqI1yCkr3LJBCdd9J/preview” width=”640″ height=”480″ allow=”autoplay”></iframe>

Circuit 2: toneMelody

Again, following the official instructions, I assemblage this circuit easily for it only involves a piezo buzzer on the breadboard. After running the sample code from Arduino examples, the circuit plays the tone successful (I didn’t recognize this music though).

<iframe src=”https://drive.google.com/file/d/17arYgzqd-AKCR8LNqvkRi5hwCxb2PqGx/preview” width=”640″ height=”480″ allow=”autoplay”></iframe>

Circuit 3: Speed Game

This is the hardest task. I tried to build it all by myself at first, but I read the sample diagram wrongly, and as a result, my circuit went wrong completely. Although the code showed that it was running, my circuit didn’t respond to my pressing the buttons. As a result, I joined my classmates and we tried to build the circuit all over again. I realized that among all the mistakes that I made, the biggest one is that I thought it was OK for the 220 Ohm resistors not to be placed on the part that was across the two parts of the breadboard, while it was actually essential for them to connect the two parts. After almost rebuilding the whole circuit completely, it finally worked and we were able to race each other by pressing the buttons. 

The failed attempt 1

Final success.

Define Interaction

I would like to adopt a definition similar to that in The Art of Interactive Design, the author of which defines interaction as “a cyclic process in which two actors alternately listen, think, and speak” (6).  There’s of course a difference between low interactivity and high interactivity in this definition, and I’d like to define the lowest interactivity as “the initiator (A) of the first action in this process would get a response of this action, which will in return influence the next action of A”. 

https://www.manamana.net/video/detail?id=70417#!zh

https://www.manamana.net/video/detail?id=5671#!zh

As much as this piece created by Alienware also features interactivity in its description, I consider it not one of the interactive art projects that I define, for it doesn’t quite generate the dynamic, reciprocal interaction between human and machine/human and human. In my opinion, this work is more about providing a certain experience for people but not quite taking responses from them to reshape themselves.

Read:

The Veldt: The “nursery” in this fiction seems to be a sort of holographic laser projection but with “all dimensional, superreactionary,
supersensitive color film and mental tape film behind glass screens” (4); the fictional function of this device does involve “mind-reading” in the sense that the projection is controlled by its user, the kids’ imagination, and this projection in return gained so much power (from the spirit? the will-power? or the brain wave?) that they became able to erode the reality, as the end of the fiction suggests. my envision of an artifact in this world would be simply a network that collects this power of”imagination” by plugging all these users of “nursery”-like devices to interact with each other (which can drastically change reality and possibly lead to the disastrous outcome as the fiction implies). 

The Ones Who Walk Away from Omelas: This fiction imagines a heaven-like city where people live blissfully at the sacrifice of one child’s grievous suffering. The city is described as an egalitarian (except for the one child) utopia with the highest but non-destructive technology. Just as the fictional drug drooz fits in this Bacchanalian background of the city that elates people spiritually, it is convenient to imagine that they also have a device to help them tamper with their memories in other to suppress the unpleasing knowledge of that suffering child. As an interactive artifact, this device is granted intelligence to the degree of identifying memories that is so unpleasant that people would rather get rid of, but as people make the choice to jettison them, their personalities would change due to the loss of essential feelings and experiences, so do their threshold of different senses (pain, pleasure, etc). This could be likened to the already existing therapy methods like Electroconvulsive therapy which use small electric currents to trigger seizures and change the brain chemistry of people with mental health conditions.

 The Plague: If the virus doesn’t necessarily kill people, but rather just slows down their motions drastically while extending their life as well as their perception of time, I can’t see why there aren’t any people who are willing to be infected and explore how to live in this new form. In this “new world”, people might be able to life with interactive devices that turns all the rigid surfaces into soft materials that won’t cause damages to their bodies.

Task 1:

If you press the button, the speaker will make a sound. There is a power to bring the electricity to the circuit, and there are some electric wires to connect the speaker and the button.

The process of building the circuit: In the beginning, we forgot to connect the power, so we asked the teaching assistant to help us. And then I didn’t realize that I can use the button to cross the line in the middle. I thought there were not enough places for me to connect the electric wire, we then asked the professor for help. Also, I didn’t notice that the breadboard connected transversely in the middle and connected lengthwise in the edge, we found that the circuit doesn’t work, so I checked how the breadboard worked on the IMA website and finally accomplished it.

Task 2

The goal is to build a working switch that could be connected to the circuit we previously built. We were brought to the soldering station, where we started to use pliers to peel off about 2 cm of the electro-insulating rubber off the wires’ both ends.

After the wires are prepped, copper tapes are stuck to the cardboards as the conductor. The next step is soldering, which is also the first time for me and my teammate to solder.  The soldering gun can only be used after reaching the set temperatures, and we tapped the tip of the gun on the connection of solder and wire to melt the solder, allowing the wire to connect with the copper tapes. After they were firmly welded together, the device worked as a switch when electrified. 

Task 3

On the basis of task 2, we had to parallel connect a resistance, a pot and a LED on the circuit. At the beginning, we found that we need more electric wire the connect the things, and there is not enough space for us to do that. So we just tried a lot of times to move the electric wire to make it work. Then we found that the original light and speaker still work but the new LED doesn’t work. We asked the teaching assistant for help, she said we didn’t put the pot into the circuit. After following the guidance of the assistant, we finally finished task 3.

Answers to Questions 

A1: The resistor R1 is used to control the current that passes through the circuit so that they do not get damaged due to overcurrent.

A2:

A3: The author defines interaction as “a cyclic process in which two actors alternately listen, think, and speak”; therefore, to talk about interactivity must involve two parties, one makes action and receives its response, which in return affects the next action.  In this sense, I think our work in this session didn’t reach interactivity unless we saw the process of finding errors in the circuit as a kind of interaction (the response that came from the LED influences our build of the circuit).

A4: In Zach Lieberman’s case, Interaction Design and Physical Computing create new meanings for humans to share their unique perceptions of the external sensory world, and in the meantime actively alter the way one another perceives the world. People that cannot paint with their hands in a traditional way can now use their eyes as a new instrument, this technology simultaneously changes the way people paint and the definition of painting itself as a creative process. 

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