For the final I decided to create an ITP robot. This print is composed of multiple parts: the head, the body, two arms, a foot and a base. The only part that is detachable it the head. I also included two LEDs for the eyes.
I decided to create a new design because I was not truly satisfied with my previous idea.
The first challenge I had with the final project was coming up with a design that I was happy with. after several drafts of project I found myself satisfied with this project. Secondly, as I was printing several printers broke in the process, and they happened to be the ones I was currently using. I also had complications with my print. During the printing process, parts of the print raised from the bed of the printing causing it to move as the printhead added a new layer.
For this assignment I decided to make a 2-piece print that could snap together. I chose to use Baquiat’s face.
The first step was to mirror his face. I also decided to adjust some of the points from the drawing by turning on the points. I mirrored the shape across the y-axis.
From here I extruded the curve and created a solid. Next I created a box and placed it within both parts of the face. Then I performed the “BooleanUnion” command and joined the left half of the face with the box.
After I subtracted the volume of the box from the right half of the face (BooleanDifference). The result is below (was a whole in the the right side of the face.)
Below is the original 3D print (far left) and two models that I printed of the above object.
I printed a total of three prints because the first two prints had a hangover at the location where the left print is supposed to insert into the right. To accommodate for this problem I included a support system so that there would not be a resulting overhang.
I had fun with this week’s assignment. I 3D printed a sketch that I previously created in Illustrator. In order to make this sketch printable I had to make it a solid. I this that by extruding the curve (“ExtrudeCrv”) and making that a solid.
Below is the image I had drawn in Illustrator. It is an image of both Jean Michel Baquiat (left) and Tupac Shakur (right).
Believe is the second version of the image. I wanted to make Tupac look more realistic.
From that image I was able to trace the outline of each face and create a shape. Next, I patched the surface to make it 2D (“Patch”). Then I extruded the surface to make it a solid. (“ExtrudeSrf”).
The hard part was done and I printed it. I loaded the image into the Cura software to print. Then I sent it off to the 3D printer. Below is the final product.
My challenge with this project was that some of the 3D sketch did not print. This was because the width at some places were not large enough to be printed by the printer.
This week’s assignment was to model an object (can be useful or just for fun) that is composed of at least 2 parts that fit together.
The object I created for this assignment was a refrigerator. The first step that I did was create a box. I knew this would be the foundation of my fridge.
My next step was to create the handles of the fridge. I did this by creating three smaller boxes. I mirrored each of then across the axis where I had split the box. Then I joined each of the handles, respectively to either the top or bottom half of the solid. (Note: I think it would have been easier to create the complete top handle and then group those solids and then mirror the handle).
Then, I created a line. My hope was that this would be used to slit the fridge in half. I then realized that this would not work since the object had to pass through the box.So, I created a rectangle and then carried out the “patch” command which filled the rectangle. Next, I positioned the new rectangle in the middle of the refrigerator so that it would bisect it (horizontally). And then I carried out the “Booleansplit” command. This then cut the solid in half.
After that I had to figure out how could I make the two pieces fit together. To do this I decided to create another box within the two boxes. Once I completed that, I joined the top half of the fridge to the box that was inside both sections of the fridge.
Then, I decided to perform the “BooleanDifference” command to make the the “fit” happen. What I realized was that once I did this, one of the solids would delete. So, I decided to duplicate the piece that would delete (copy and paste in the same exact position). When I did this the once section would delete and the other would remain satisfying the assignment.
The first assignment for this class was to create a 3D sketch in the program Rhinoceros that can be printed. I enjoyed the challenge of this assignment. For this sketch, I decided to draw a car. The difficulty I had with this assignment was figuring out how to make my image 3D.
The below image shows the 4 major stages of my 3D model from a top, perspective, front and right view.
This image is a close-up on the “Perspective” view. The first stage (top left) was a wireframe outline. Initially, I was not sure how to create the car in 3D. So, I figured I would start by drawing the outline. I then moved to stage two (top right) of the sketch. Here, I used shapes that I was familiar with to reflect the sketch that I drew. I assumed that I could create various solids, join them and then trim them so that they can look like my wireframe outline. I found this to be hard for me to do. And I thought there could be an easier way to do. Therefore, I moved to the next phase.
In the next stage (bottom left), is the actual sketch that I would use to print. I had a bit of help. I used the first sketch and joined shapes to close the object. Lastly, I moved to stage 4 (bottom right) and I just enlarged the image so it can be larger when I print.
Two users step up to a halo of light in front of two pressure sensor mats that are labeled “Yes” and “No”. This set up is positioned in front of a large screen TV.
The users are presented with a brief description of the project.
The users are presented with direction to run in place for 2 seconds on the “Yes” mat, and standing in still for 2 seconds on the “No” mat.
The users answer a series of yes or no questions. Each answer “yes” signifies privilege.
The users are presented with a final calculation of privilege in the form of a percentage. It’s here where they find out how close their starting line is to their finish line, i.e. how big of a head start do they have in life.
We tell the users that privilege is a powerful tool that can be used to help others and encourage them to discuss their experience.
Finally, we provide small cards with contact information for various organizations where they can use their privilege in a constructive way.
The image above shows our system diagram.
Our Arduino code is ran on our computer and sent to the microcontroller (serially).
We have four analog sensors and one digital sensor connected to the Arduino.
the input from the sensors are sent to arduino (via wires) and then to the computer (serially).
This information is then sent to P5 (via P5 serial control) which is shown visibly on a TV monitor.
For our final documentation, I’d like to present it visually with a rough cut of our trailer video. We intend to refine it with additional footage from the show and other users, but for now, here is the Starting Line in its (currently) working entirety:
This week we made a lot of progress with our project.
Lauren and I went to Canal Rubber to get material that to laser cut. At first we were going to use use a yoga mat and cut it to our needs. However, many yoga matts are created with vinyl and that material cannot be used by the laser cutter. So, we had to rethink our material. Rubber was the most economic and efficient.
Before cutting the rubber material we first used paper as a precautionary measure. Then we play tested our game.
After we cut the matts we still had trouble with out code. With the help of some we fixed it. Then we moved our game to an area where we would have more space and a larger monitor. We did several rounds of user testing.
After using testing we had to consider the following:
One of the questions, ” I have never been racially profiled.” Some users had confusion with this question because it included the negative “never.” Therefore, we are considering a new way to frame this question.
Things to figure out:
How to print “yes” and “no” on the screen when the users respond.
What the final fabrication will be so that the wires are better connected. (Currently we are using alligator clips to connect the wired to the sensors.
When placing our sketch in full screen the image shifts and the progress bar as well. As a result, part of the images are cut off.
Final Project Progress
Play-testing our project was extremely helpful in that it allowed us to see how we could improve our over all idea.
We came up with the name for our project, “The Starting Line.”
We decided that a motion sensor would not be the best sensor to use. So, we moved to using digital input rather than analog. Our current thought is to use two mats, one for each player as our sensors. The mat will be divided into three parts (see below). The top left would be for answering “yes,” the top right for answering “no” and the bottom for a home state. There will be no sensor in the home portion.
Below is our systems diagram
We had to consider the following:
How do we us minimal instruction while remaining clear in how we wanted the users to interact with our game
How to make our questions culturally universal
How many questions to ask
what would be the best sensor
how to not shame anyone
Come up with an initial design for your final project’s user interface and develop a plan to user test your design with users with an interactive sketch.
Lauren and I decided to partner for our final. The idea was developed was to create a game based on one’s privilege or lack thereof. This will be a 2-player game in which the only way to advance is if you are are privileged.
This is how it works:
The will be a monitor that is in slit screen mode. The players would stand a in front of the monitor. They will be prompted to answer questions.
If they answer “yes” to the question then they are to run in place. A motion detecter will detect their movement and as a result they advance forward in the game. On the flip side, if they answer “no” they are to remain in place and stay where they are in the game.
A potential question that they may get asked is, “Did you grown up with books in your house?”
Another question may be, “Have you ever studied abroad?” As each question is answered each user will know exactly where they are in the race based on an indicator.
At the end of the game we want the users to takeaway something from their experience. If they choose to, they can provide us with their email and they will receive a list of organizations that they can get involved in.
Questions for the class:
If both users receive the same question and can see one another, does this affect them in any way? Their behavior, feelings, etc…..
i.e., if player 1 is male and player 2 is female and the question is “I am a man,” if one user sees the other advancing or remaining in place how will each react.
Should there be a border/divide between the two until the game is over? in this case they will not know what question will each person is receiving.
How do you feel about not knowing the intent of the game?
How do we make a time sequence where the game goes from one phase to the next?
How to start
***I’ve been having trouble uploading any type of images for the last two weeks. That is why there aren’t any for this week or the previous week.
Final Project Concept!
The idea that I developed for the final is called “We Were Given Wings.” This project is meant to commemorate the many innocent black lives that have been lost due to racial discrimination and white supremacy. This will be done so by highlighting three to five people who have lost their lives to such injustices.
I would suspend a hoodie from the ceiling using wires. Inside of the hoodie will be a monitor that would play a short video of each of the innocent people who lost their lives. (The “hoodie” is a symbol of the black body and how it has been criminalized throughout history.)
Beneath the hoodie there will be three to five shoes that the participant can “step” into. When they step into a specific shoe, a video will play.
On the floor beneath the hoodie would be a wooden platform. And on the platforms there would be a number of shoes respective to the number of videos. Under each outline will be sensor that will activate once the viewer steps onto them. This will begin the video.
The viewer would be able to rotate step into any shoe as they shoes. Once they step out of the shoe the video will automatically stop.
Midterm Project !
For this project I worked with Erin Cooney to build a water sound box. The idea of this application came about because we had a shared interest in sound.
Using the water sound box:
The sound box is created by placing water and a speaker inside of a transparent container. We incorporated neopixel LEDs beneath the container to make it more visually appealing. Theres is a switch that turns on the sound and LEDs which change color in a circular motion. We used a function (p5.oscillator) in p5.j to create the sound. There are two photo sensors placed on either size of the box. The photo resistor on the left controls the frequency of the sound and the waves produced by the waterproof speaker emitting sound waves. The other sensor controls the speed rate of the neopixel LEDs.
As the user’s hand approaches the left sensor, the frequency decreases producing more visible vibrations in the water. As their other hand approaches the right sensor, the speed at which the LED’s colors are changing increases.
Below is the first sketch we created.
Below is the second iteration.
Below is the circuit for this application.
For this lab I used a joystick to control the the x- and y-direction of an ellipse. This application was pretty straight forward because I used the lab as a guide. I am still having troubles understand what some of the code means and that’s the primary reason why I relied heavily on the lab to help me with this application. One of the problems that I had was figuring what went value to place in the x and y arguments for the ellipse so that when I moved the joystick, the the ellipse could move also.
I did not realize that nums was an array, and I spent about an hour trying to figure out why it did not work. After some help, I realize that I should have included nums instead of just nums.
Rubber Band Gun
The assignment for this week was to create an application using a servo motor. I created a rubber band gun.
This project began learning the functionality of the servo motor. I took a lot of time researching projects online to understand this further their limitations — only being able to turn 180 degrees. Based on this limitation I noticed that if it is oriented horizontally then I would be constrained a certain way and respectively the same if it were oriented vertically.
After hours of research and dead ends, I landed on the idea to create a rubber band gun. Below are are my beginning sketches.
I began first by searching the internet to see if I can find an illustrator template of a gun. I was not able to do so. My next step was to find an image of a gun and then trace the outline of it in illustrator.
Below is the illustrator outline of the gun.
The next step was to figure out where the servo motor would go. I figured the grooves of the gun would make for a perfect place. Also, I had to figure out the dimensions of the servo motor so that I can out the negative space. I also had to the the same for the breadboard.
Next, I laser cut the layers. I had to go back and hand cut the negative space of the gun just so there could be enough space to conceal the wires within the gun.
This is the product.
Servo Motor and Potentiometer
1 Mini servo motor
9 layers of cardboard (laser cut)
6 rubber bands ( 5 for holding the layers of the gun together and 1 to shoot)
1 voltage regulator (used to hold the rubber band in place)
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.
For this assignment, I partnered with Stephanie Paige since we both had a hard time figuring out what interactive technology to use. We decided to observe how people interacted with their environment as they played an Augmented Reality game called “Zombies GO!” This game was played on an iPad.
In this game the user’s reality is partially transformed as they fight to survive a zombie apocalypse. While in game-mode, the user can see both their actual surroundings and zombies at they uproot themselves from the ground. What I observed was participants rapidly turning left and right in effort to shoot and kill their enemies.
One of the troubles that I witness was that the app is extremely sensitive to motion. So, when the participants would turn one way to find the zombies, they would often have difficulty hitting their target. It is hard to aim in the game.
The easiest part this game was having fun.People found the game to be quite entertaining. They often laughed if they shot a bystander by accident (a person who happened to be in the view of the camera). Also, learning how to play the game was quite simple. All one has to do is hold the iPad and turn to look for zombies. The next step is to tap anywhere on the screen and shoot. there is a crosshair that is centered in the middle of the iPad.
Lighting an LED
I used my basic understanding of circuits to create a complete circuit and make a LED light up. In order to make this project work, I first had to understand Ohms law (V=I*R).
V = voltage, I = current and R = resistance
The challenge I had on with this project identifying what resistor to use, mainly because there are so many. Another difficulty that I had was selecting the correct cottage resistor. Other than these challenges, this project was fairly straight forward.
1 Solder-less breadboard
1 Voltage regulator (7805)
1 Long red wire (eventually cut into smaller pieces)
1 Long black wire (eventually cut into smaller pieces)
1 DC Power jack ( female) [eventually soldered]
1 DC Power jack (male)
1 9V battery
1 9V battery connector
1 Wire strippers
1 Needle nose players (for bending wires)
1 Soldering iron
1 Hot glue gun
1 Set of helping hands
Creating a Switch
The instructions for this lab was to create a switch. I did not want to do a traditional switch. This was the hard part. I tried to look around the shop to see what was available. I decided to go over to the junk shelf and see what I may come across. I eventually found a fan that I thought about using. After connecting the fan to a power source, I realized that it was not strong enough to blow copper tape. So I resumed my quest on finding that “something.” I had wore sunglasses that day and saw them before me. I picked them up to move them out the way and noticed the interaction of the two pieces. This sparked the idea of the above project.
The overall challenge of this project was trying to get the the copper tape to hold the red and black wires in place. Since they were low in malleability, it was hard to orient them in a position to calling with the glasses.
The materials from the previous project are needed here.
1 Additional red wire
1 Additional black wire
1 Pair of sunglasses
1 Piece of copper wire tape (eventually cut into two pieces)
What is Interaction
In respect to this class, physical interaction is the two-way process of at least two actors (human and non-human) engaging with one another via touch. Good physical interaction calls for interplay that includes more than just the use of hands. For some cases, the use of the entire body will suffice. A good example of digital technology that is not interactive is a television. I suppose more recent “Smart TVs” can be considered somewhat interactive because they have the ability to respond to the user’s voice. But I have chosen the television as a good example because it entertains people.