Author: kcb403

Introduction

In this recitation, I created a circuit in which the potentiometer controlled the movement of the stepper motor based on its input value. I then combined my circuit with my partner, who created the same circuit, and we created a drawing machine using the mechanical parts provided.

Step 1

For the first step of constructing the drawing machine, I individually constructed a circuit in which a stepper motor can make one full revolution. This first step was not too difficult as it simply involved following the diagram and the example code. Once the circuit and coding were completed, the stepper motor made a singular smooth rotation every time the code was uploaded to the Arduino.

Step 2

For the second step of constructing the drawing machine, I individually added a potentiometer that takes its analog input and outputs it to the stepper motor in order to coincide their position with each other. The addition of this component was very easy based on the diagram, but when it came to the coding, I realized it was very important to allow the values of the potentiometer to match up with the range of the stepper motor. The number of steps on the motor had to be defined as 200, and then the map function had to be used to convert the range of the potentiometer to the varying range of the stepper motor. After having done this, the stepper motor was able to accurately respond to the manipulation of the potentiometer.

Step 3

The final step was the most interesting for me because it was the first time we had utilized 3d printed parts in conjunction with the Arduino and breadboard in order to construct an entire functioning device. I convened with my partner, and we were able to use the parts provided and construct the drawing machine based on the diagram given. At first, the drawing machine had issues running smoothly and it would shake and lag behind. However, once tightening the pins, the drawing machine ran much more smoothly. The drawing we created with our machine wasn’t too appealing, but it is what we were able to produce. This was entirely rewarding because the utilization of mechanical parts and electrical circuits allows for a deeper exploration of the Arduino’s possibilities.

Question 1

I would be extremely interested in machines that can use light in order to create designs and different images. I want to create visual art displays that can entice the viewer by allowing them to draw input on a touchscreen sensor. I then want to take this input and have a wall of LED’s that move and light up according to the design that you create on the touchscreen. This would require a series of motors and gears, but it would be very complex and interesting contraption that would allow the interactor to perceive their own art in a more unique form.

Actuators are components of different machines whose usage allows the functioning of the system. Actuators are necessary components for an interactive system as they allow for a person to input their own energy into the machine and trigger its necessary function.

I believe the digital manipulation of art is a necessary and important feature of contemporary art. With the rising convention of the usage of technology, more and more artists are using digital manipulation to display their ideas rather than more conventional art forms such as painting and drawing. They allow artists to find a more fast track method to express their individual creativity

The creative process is the process in which an artist is so compelled by their ideas that they feel the need to express their perspective to the outside world in any way possible. The creative process is one in which the artist extends their beliefs onto an external medium in order that it can be enjoyed by them and even other people.

Question 2

The art installation that most stood out to me when reading ART + Science NOW is Flying Carpet, 2004, by David Moises. It uses an everyday leaf blower in order to create a hovercraft. This compares to the work done during my recitation because we took everyday objects such as pencil, paper, pins, and combined it with more technologically advanced mechanics such as the Arduino, stepper motors, and 3d printed bases in order to create a system made of everyday tools to accomplish something quite fascinating. In the same method, I believe David Moises uses a leaf blower as an actuator to power his hovercraft in order to express the same idea, that even mundane objects such as leaf blowers can be apart of extraordinary systems when infused with revolutionary creative processes.

Interaction:

Interaction is the communication and response between two objects in order to achieve the desired outcome. It is the interplay and exchange of information in both directions as a dynamic process. Interaction occurs when one object outputs information which another object then inputs. They then take this input, process it, and create a new output to be discovered. This cyclical process of information exchange is the source of true interaction.

Project 1:

https://www.creativeapplications.net/member-submissions/90×200/

This project works to express the emotional distress the artist experienced from being bedridden through various mechanical movements. There are certain aspects of this artistic display that align with interaction, such as the viewer’s own challenge to understand the artist’s perspective by creating empathy through the installation, but this display does not fully align with my definition of interaction. The installation, 90×200 successfully gives an artistic output that is then to be visually inputted by the viewer. The viewer will then empathize with this information, but there is no possibility for the installation to then receive further information from what the viewer wishes to communicate. The nature of this installation is that it is a one-way exchange of information, however for it to be interactive, there must be a two-way exchange.

Project 2:

https://www.creativeapplications.net/processing/noraa-machinic-doodles-a-human-machine-collaborative-drawing/

This project works by allowing participants to draw with a pencil attached to a machine, which then measures their drawing strokes, and transfers it to a robot which copies their drawing, and stores that information in order to learn how to draw. This project successfully aligns with my definition of interaction because it is a two-way communication process. The participant will draw something on the paper, which is an output that is then measured by the machine. The machine then outputs that information to the robot, which then outputs the drawing information as its own drawing. The participant is then able to see their drawing copied by the robot and express their emotional reaction to this entire process. This emotion reaction allows the participant to then draw more outputs for the robot. This entirely aligns with my definition of interaction because it allows a two-way exchange of information between the participant and the robot which allows for dynamic experimentation.

Our Project: The Dreamie Beanie

Our idea of an interactive device is a beanie that you wear while sleeping. While you sleep, the beanie collects information from your dreams and stores it into the ball on top which acts as a data storage device. When you wake up, you then remove the ball from the hat and place it into a monitor device, which then takes the information from the ball and plays your dream out as a movie. The device can be used for the entertainment factor of being able to record and replay your dreams, or it can be used in a more medical sense through the revealing of your unconscious psychological intentions.

This project precisely aligns with my definition of interaction because it involves a cyclical exchange of information between two interactors. The dreamer will express their dreams as outputs into the beanie. The beanie’s storage device will then input the dream’s information and output it to the monitor device. The monitor then outputs the dream as a visual display which the dreamer then inputs and processes. The way that the dreamer interprets the movie of their dream will then influence the way they dream in the future, which will then continue to affect the process of understanding their own dreams. This entire exchange of information is a two-way communication process which occurs cyclically and follows my definition of interaction.

For this circuit, we used the joystick module to measure motion along the x and y-axis as well as the pushbutton for the z-axis. We then connected a multi-color LED to the Arduino and used the numeral outputs from the joystick module to alter the color of the LED. The result is an LED that changes to all colors of the rainbow as the joystick is moved around.

Process

Materials:

Arduino

Breadboard

Jumper Cables

Joystick Module

3 * 220 Ohm Resistor

RGB LED

USB Cable

In order to satisfy the main requirement of the recitation exercise, my partner and I first connected the joystick module to the Arduino. This process was very easy and once connected, we were able to see the output of the joystick’s different values as we altered its position along the x, y, and z-axis. We then thought that we could take this to the next step. So we decided to use the RGB LED from my Arduino kit. We then plugged the RGB LED into the Arduino as well, and with the help of 3 x 220 Ohm Resistors, the LED worked. Now, all we had to do was find a way to take the numeral outputs from the joystick and send them to the LED to make it responsive to the movement of the joystick module. With a little bit of coding help, we were able to accomplish this fairly quickly! We used the analogRead function to gather the information for the x, y, and z-axis. We then took the analogRead values and applied them to the integers we created for the RGB LED’s three separate color inputs. We then used the map function to convert the values from the joystick module into values that would apply to the RGB LED. Finally, we used the analogWrite function to send the values from the three different axes to the pins that corresponded with the LED’s three main colors: red, blue and green. The code took a bit of tweaking, especially with figuring out the conversion for the map function, but it worked surprisingly well, and our joystick was soon able to control the LED’s color.

Media

  

Question 1:

In the recitation exercise, I intended to assemble an RGB LED whose color can be changed at the will of the joystick module. If this sensor/actuator combination were to be used for pragmatic purposes, it could be used as lighting for theatrical performances in order to dramatize the set. The joystick module could be controlled by lighting technicians backstage in order to rapidly change the lighting of the theatre in order to match the mood of the stage actors. It could be dynamically used in this way or it could simply be a control for an everyday lighting fixture.

Question 2:

I believe coding is often compared to following a recipe or tutorial due to the nature of preciseness that must be followed when taking part in all of these things. If one part of the recipe isn’t followed, or one part of the coding isn’t typed correctly, then the entire product will not be correct. Coding is also similar to these activities in how every single step must be followed in order that the final product is actualized.

Question 3:

I believe that computers affect human behaviors by bringing us a greater awareness of the outside world. This is caused by the mass spreading of information from many sources. I believe because we have multiple platforms, social media, websites, and forums, we have an enhanced degree of communication between all sectors of society. This enhanced degree of communication leads to a greater humility among all humans in our everyday actions as we have a greater insight into the multiple perspectives of human beings around the globe.

Intro

During this recitation, my partner and I worked on creating circuits that would work in conjunction with the example Arduino codes. This exercise not only helped us become more accustomed to the different functions of the Arduino, but it also helped us understand how we can use coding in conjunction with the physical circuit to achieve various outputs.

Circuit 1: Fade

Components:

1 * Arduino Uno

1 * USB A to B cable

1 * breadboard

1 * LED

1 * 220-ohm resistor

Jumper cables

For circuit 1, we created a full circuit by connecting a digital input to a resistor, which then connected to the LED, which then connected back to ground. This allowed a full current to flow through the desired output, the LED, and also allowed whatever code we typed to alter the LED’s activity due to the input leading to it. This circuit was extremely simple to construct so we had no difficulties. The code taken from the Arduino example codes that we then sent to the Arduino board made the LED’s brightness repeatedly fade in and out.

Circuit 2: toneMelody

Components:

1 * Arduino Uno

1 * USB A to B cable

1 * breadboard

1 * buzzer

Jumper Cables

For the second circuit, we created a full circuit by connecting the digital input to a buzzer and then connecting the buzzer back to ground. The example Arduino code, toneMelody, that we sent to the Arduino board made the buzzer sound a small tune. This circuit was so simple that we didn’t even need to utilize the breadboard, however, in order to keep things neat, we decided to use it. Once again, due to the circuit’s simplicity, we had no issues completing the circuit. The only new element in these constructions was the process of uploading the Arduino code to the circuit. Because the diagrams given were so simple to understand, there was no question as to the circuit’s construction, however, it took a while to fully comprehend the function of each part of the Arduino board.

Circuit 3: Speed Game

1 * Arduino Uno

1 * USB A to B cable

1 * breadboard

2 * LED

2 * 220-ohm resistor

2 * 10K ohm resistors

2 * pushbuttons

1 * buzzer

Jumper Cables

This is the most complex circuit that we have constructed so far. Thankfully, the diagram provided made it very easy to construct despite this. The circuit plus the code provided create a speed game involving 2 players where each player is trying to click their button more times than the other player within 10 seconds. While the circuit was easy to construct, it was, in fact, a lot harder to actually understand. The circuit is comprised of the two switches which the players are attempting to press as many times as possible. There is an input back to the Arduino board going from each switch in order to record the number of times each switch is pressed. There is also a 10k ohm resistor connected to each of the two circuits which are to tone down the 5V charge. There are also two LED’s, which are connected to an output coming from the Arduino and are to light up according to which player pressed their button the most amount of times. There are also two more resistors connected to each LED in order to tone down the voltage. Finally, there is a speaker connected to an output coming from the Arduino which sounds when the ten seconds are over and the winner is declared. This circuit proved to be extremely rewarding to complete as its outcome was a very tangible and interactive experience.

Question 1:

Interaction, as expressed both in what I have learned so far in class and the text, Physical Computing, is an exchange of information that goes in both directions. Interaction is when a person outputs information to their friend who then inputs this information. Their friend will then process this information and then output new information which, the original person will then input, and process themselves. Interactivity is a dynamic process that involves each component doing both the inputting and the outputting. In my daily life, I interact with my computer and my cellphone. I am interacting with my computer this very second when I type on the keyboard. The computer then senses this input and then outputs these words onto the display monitor. I interact with my cellphone every time I go onto social media. I send my friends text messages which are inputted by my fingers pressing onto the display. The phone then responds by displaying the message that I have typed. I then press send in which the message is outputted to my friend who is then given the opportunity to process that output and type their own input which can then be outputted to my cellphone. In each of these circuits, there is also the essence of interaction. The first circuit is interactive because it uses the code to output the LED display. The second circuit shows interactivity because it also uses the Arduino code, except to output a musical experience rather than a physical experience. The third circuit shows the greatest degree of interactivity as it influences the players of the speed game to press the button as many times as possible in order to make their corresponding LED light up, signaling that they have won the game.

Question 2:

If I had 100,000 LEDs of any brightness and color at my disposal I would create an installation at an art museum. In this installation, I would create a room with mirrors on every single face of the room. On top of every mirror would be all of the LEDs lined up, and on top of the LEDs would be glass in order to protect the LEDs and mirrors from disturbance. Around the room would also be sensors that alert the LEDs to light up when there is a movement. Each person would be encouraged to enter the room and move around, triggering the lighting up of the LEDs. If my thought process is correct, because each LED is triggered by the person’s movement, their silhouette would light up in each direction, and would then be reflected infinitely by each of the mirrors.

During our first recitation, we worked on soldering different wires together as well as constructing three basic circuits in order to better understand the functions of different electrical components.

Components:

Breadboard: A layout of conductive terminals that facilitates the creation of the circuit by providing a consistent cable design.

12 Volt Power Supply: Plugs into an electrical outlet and provides the electrical source for the circuit.

LM7805 Voltage Regulator: Maintains a constant voltage level so the buzzer and LED can operate as efficiently as possible.

100 nF Capacitor: Assists in the functioning of the voltage regulator by acting as storage for any extra voltage that exits the regulator.

Arcade Button: Allows one to control whether or not electricity passes through the circuit by pressing the button.

Buzzer: The output of the circuit that uses electricity to produce a buzzing sound whenever the arcade button is pressed.

220-ohm Resistor: Adds resistance to the circuit in order to decrease the voltage and keep the LED stable.

LED: The output of the circuit that uses electricity to emit light.

10K ohm Variable Resistor: A resistor whose resistance can be altered by turning a knob. It allows the interactor to adjust the brightness of the LED to their desire.

Jumper Cables: Cables that connect to the terminals in the breadboard and assist in the creation of the circuits.

Barrel Jack: Converts the cable of the power supply to make it compatible with the breadboard.

Multimeter: Measures voltage, current, and resistance. We used it in order to find the correct resistor for each circuit.

Push-Button Switch: Gives interactor the power to choose when to let the current flow.

Circuit 1: Door Bell

Circuit 2: Lamp

Circuit 3: Dimmable Lamp

Building Process:

Soldering:

The process of soldering the two wires to the arcade button was a very rewarding and exciting experience. It was difficult to maneuver the positioning of the soldering iron with the wires to correctly connect them to the arcade button but with great teammate coordination, we were able to quickly complete the challenge.

-Circuit 1:

Building the first circuit was the most difficult as we had to learn how to work with the layout of the breadboard. We encountered problems because we were not familiar with the function of each piece, but once we had referred to the recitation notes, we were able to identify each piece in order to correctly place it in the breadboard. Once we had identified all the pieces and placed them in the correct circuit, we ran into another issue: the buzzer would not buzz. We then contacted the teaching fellows for assistance as our circuit was entirely correct but would not work. After switching out some of the pieces to make sure they were not causing the circuit to fail, the buzzer then worked! 

-Circuit 2:

Building the second circuit proved to be a lot smoother as we were more familiar with each piece’s function in the circuit as well as the layout of the breadboard. The only difference between circuit 1 and circuit 2 is that we had to replace the buzzer with an LED and we also had to add a resistor to tone down the voltage in order that the LED does not overheat. Because we could reuse a lot of the previous circuit, we did not run into the same equipment and layout issues as the previous circuit.

Circuit 3:

We also ran into similar problems with the last circuit. It proved to be more difficult than circuit 2, but easier than the first. The difference between circuit 2 and 3 is that we simply had to add the 10K ohm variable resistor so that we could adjust the brightness of the LED to our desire. Once we had added this resistor, the circuit ran into a problem as the LED would not turn on. So once again we asked the teaching fellow to assist us with the issue as we believed the layout of our circuit was correct. The teaching fellow then checked all parts of our circuit and it seemed to be correct, so then we deduced that the problem again lied in the reliability of the materials in our circuit. So then we arranged a few of the wires and replaced the 10k ohm variable resistor and the circuit started working! Once the circuit functioned we were able to turn the LED on as well as adjust the brightness.

Things I Learned:

During the process of building these first few circuits, I learned quite a few important things about the design process. One is that in order to learn and to progress with the goal that you are trying to accomplish, you can’t see failure as a hindrance. It is in fact just as important as any success, and in fact probably even more important because our failures teach us lessons that allow us to continue progressing. There were a couple of issues in the design process as stated above, but the recognition and then resolution of these issues helped me and my partner learn a lot more than we would have otherwise.

Question 1:

I believe that every circuit created in this recitation utilized some form of interaction. As stated in, The Art of Interactive Design, interaction is not a black and white scenario, but rather a continuous issue with many degrees. Interaction can be defined as a cyclical process where one actor performs one task, and another reacts, which then in response the original actor responds again. This is true within all of our circuits as they required our own participation as well as the circuits’ participation in order to perform the correct tasks. We interacted with circuit one by turning on the buzzer with the arcade switch, we interacted with circuit two by turning on the LED, and we also interacted with circuit three by adjusting the variable resistor in order to control the brightness of the LED. In all of these scenarios, my partner and I interacted with the circuit, and in response, the circuit provided us with a physical output in which we then reacted to. I also believe the design process itself is very interactive, as we design the circuit, and it then responds to us by performing the desired output or not.  In turn, we either enjoy our success or use the lack of output to continue to manipulate the circuit.

Question 2:

I believe that art is any kind of physical manifestation that is able to draw emotion from us. So from my personal definition of art, interaction design and physical computing are most definitely mediums that can be used to create interactive art. For example, The EyeWriter, mentioned in Zach Lieberman: Interactive Art, is a type of wearable technology that allows someone to draw digital images with the movement of their eyes. This technology is a form of interactive art because it allowed a paralyzed graffiti artist to continue his passion even if he no longer had control of the rest of his body. Art is simply a manifestation that permits us to think and feel and if that art also happens to be interactive, then I believe it has an even greater ability to draw us in and provide us with personal meaning. So because the EyeWriter allowed someone to pursue their passions that would have rather been hindered, of course, we can connect the disciplines of computing and design to interactive art.