Partners: Jerry Wang, Emma Tao
Here is the link to our presentation.
Partners: Jerry Wang, Emma Tao
Here is the link to our presentation.
Partners: Maudie Carey, Cassie Ulvick
For recitation this week, we had to pick a sensor to use and turn an output on and off. Our group chose a moisture sensor and a motor for this assignment.
We decided to split the work since there were three of us. Cassie and Maudie did a lot of the coding while I put together the circuit. This week’s recitation exercise was actually very simple for us so we didn’t really encounter many problems or questions. However, we were a bit confused on how to include the sensor into the circuit since we already knew how to assemble the circuit with the motor. After discussing for a brief moment, we decided it was best to put the red and black wires for the sensor onto the breadboard. The only other problem we faced was mixing up the 220K resistor with the 10K. But we were able to reach our goal fairly quickly and easily.
Below are our videos/photos of our working palm-moisture detector, a screenshot of our code, and a screenshot of the class notes we referenced.
On the first day we learned about crocheting, we learned how to read the crochet code, and how to do flat knitting using single stitches. After Marcela taught us, we practiced the whole class. Initially, I was extremely confused about how to crochet when following the demonstrations. I couldn’t get past the very first step of making the movable loop because my grip made the strings loose and I couldn’t see what I was doing since the string was so wide. But I was later able to understand what Marcela meant by making the rings and then pulling the longer string through those rings, etc. However, a problem I keep on having is making my knitting too tight.
In our second class, we tried volume knitting and learned how to do half doubt stitch, double stitch, the magic ring and make shapes. This class was much more difficult for me to understand. It was personally hard to follow the demonstrations for the magic ring and I left class unable to do it until I went back to the dorms and tried to learn myself from a video on YouTube. Although I couldn’t actually make (or at least I think I couldn’t) the stitches properly, I understood the theory and was surprised by how similar the process was to the single stitch. I think everything will become easier once I get used to the knitting terms and practice my crocheting skills.
What the narrator says in the beginning of the video is very true. We do make a lot of assumptions about the objects we encounter on a day-to-day basis, which is of course very normal. But we have a tendency to ignore what whole process put into that object. I feel that we take the making process for granted very often, and people generally care mostly about the finished product. Ever since I started taking IMA courses, I’ve definitely been having a growing appreciation for all the things I see/use in my life and this video made me want to appreciate those objects even more. I also found the video somewhat motivating because I feel creating something, putting a lot of effort into its development and creation, and then finally seeing what product would reflect me.
For this weeks recitation, we had to build circuits using the diagrams given to us, and also write code for our Arduino.
For the first step, we had to build a circuit and write code so that an LED would blink when you press a pushbutton. Initially, I had a lot of trouble with this circuit because I made several mistakes. First, I confused the 10K resistor with the 10K potentiometer. Second, I didn’t put the red and black cables to 5V and ground, which meant there was no power going from my Arduino to my breadboard. Third, I plugged the resistor into the breadboard incorrectly, and lastly, I put the LED into the Arduino instead of the breadboard. Many of these mistakes were pointed out and corrected by Antonius. After resolving these issues, I wrote the code for the Arduino to process while looking at the sample so that I could understand what I had to write. After all this, I was able to make the LED turn onwhen I turned on the button. These are photos of the wrong (left) and correct (right) circuits.
For the second step, we had to make the LED blink when you press the button. Nothing changed in the circuit. I only changed the code, which I followed by looking at the samples on Arduino. Nothing changed to much for the coding. I just had to add delay(100) to my if and else statements after digitialWrite, and add another digitalWrite(ledPin, HIGH) in my else
We had to make the LED fade when we pressed the button. Again, the circuit remained the same for this step. I read the code for how to create a fading light on Arduino, and struggled to figure out how to combine this code with the button code. After asking Antonius for help, I learned that you can put if else statements within else statements, so I simply just added the button coding into the else statement of the given fade code and it worked.
For my own circuit, I used 3 LEDs because I like working with the LEDs the most, and decided to make them blink like a traffic light. For me, it was pretty simple to figure out how to execute this because I copied and pasted the necessary code while adding some int for the other pins added, and then replicated what I did for the first circuit two more times. I played around with the delay times so that this traffic light reflected how long I feel a traffic lights last. The yellow light was 3 seconds, the green light was 1 second, and the red light was 5 seconds because it always feels like you’re at a red light forever, green lights are never long enough, and I personally can tolerate yellow lights.
This my drawn schematic for my circuit, along with videos of it working.
(I apologize for the sideways photo, I spent an hour trying to get it to rotate but it won’t work)
Partner: Maudie Carey
Coding was not difficult with the guide, however Maudie and I had trouble assembling the new circuit. For a long time we sat there trying to figure out why our circuit wasn’t working because we didn’t see any problems with the way we put it together, but we realized that we reversed the potentiometer. The side that the single prong was connecting to the circuits with was supposed to be the side with two prongs. After we fixed that problem, we were able to get the circuit to work.
We did everything exactly the same as the first step. We simply replicated what happened in the first step accordingly, and copied and pasted the coding while making a few necessary adjustments to the code.
1) I guess the most significant one I recognized were the lights, specifically traffic lights. But more examples would be blinking lights on cameras, the signs for stores or restaurants, and many more.
2) I would arrange the LEDs so that they look like a landscape, but then code them so that the landscape can change into different landscapes. And I would probably put it on the wall
3) When I first saw this figure, my first reaction was a mix between a laugh and an “eugh”. Eugh because it was so bizarre, and laugh because despite the weirdness, it was a very accurate depiction of interaction right now. There have been many times in my life where I thought “Man, it would be cool if I could do ___ with my computer” but my thoughts were stopped short by the questions that followed. “but how would my computer do this? How would I make it do this?” etc. It’s very true that computers have a much smaller range of ways to interpret whatever we command computers to do, especially when you compare them to how humans can interact with our surroundings and what’s in them. This image motivated me to want to figure out alternatives to overcoming the computers limitations of interaction so I can create fun, creative, interaction experiences.
Partner: Maudie Carey
Our exercise in recitation was to create circuits with the instructions given to us.
Materials for circuit 1:
For the first circuit, Maudie and I were initially very confused on how to read the diagrams given to us. However, after discussing and applying what we learned in class the other day, we figured out what the parts of the diagram represented and continued. The first circuit was assembled without any problems, and the speaker made a loud, high-pitched sound when we pressed the button. Continue reading
Huizinga makes many strong and thought-provoking points in the reading when defining what play is as a cultural phenomenon. However I find it confusing to separate these points from the “why we have play” theories he criticized. Huizinga writes in the beginning that most people’s discussion of play merely define play and what it means to players, listing some theories; such as it being a “wish-fulfilment”. Yet, most of his characterizations for defining play coincide with characteristics of the theories, such as play being distinct from the ordinary, it needing order, etc. As for the psychology today reading, I agree with much of what was discussed there. Personally, the way I view play depends on whether one is a child or an adult. As a child, I think play is used to help learn physical and mental skills. As an adult, I see play as a mean of escape from reality/taking control of what you want to do, away from reality.
I believe my favorite toys are mostly either stuffed animals or puzzles. The stuffed animals probably lie within the sensory area of the pyramid because they are soft and look visually appealing. There’s also perhaps some fantasy element to it because these stuffed animals are not completely realistic. As for the puzzles, they’re mostly under challenge, but also some bit of fantasy because some puzzles can be in the context of fantastical settings or rules.
I really like these kinds of toys because 1) they’re extremely cute, soft, and squishy or 2) I like the challenging aspect of puzzles and enjoy spending time solving things. Solving them leaves a very gratifying feeling. Now that I’m older, I mostly just look or hold the stuffed animals while puzzle take on many different forms. I either do physical jigsaw puzzles, play video games with puzzle challenges, etc. All these toys are still in the market and the type of toys I get are probably targeted for people around my age group, younger or older depending on the specific type of toy.
I have a lot of drawing experience from when I was younger. I spent most of my childhood entertaining myself through either puzzles, drawing, or art “projects”. I was very passionate about art, and there’s actually a lot of my drawings and projects still left in my house. In elementary and middle school, art classes were my favorite and I did pretty well on the projects. But as I got older, I kind of lost touch with my artistic side thus my drawing skills are definitely rusty, as shown in the photos above. It was surprising to me when my hands began to ache from drawing and it made me fully realize how long it’s been since I’ve just sat down and drawn. But class was really enjoyable because I felt like I was my younger self again, when I was just obsessed with making things. Now that I’m taking classes that have more room for creativity and I’ve rediscovered my love for art, I definitely want to start drawing again.
Title: Expression on the Internet
Our project talks about the topic of net neutrality and expression of creativity on the internet. Our webpage is meant to inform users of the current threat towards net neutrality in an article-type of format. However, in order to make a stronger point for why people should care about net neutrality, we made a “simulation” of what it would be like if net neutrality was repealed.
This is the main page that the users first see when they open the page. They will be instructed to click on the underlined “this” so that they can build up the webpage so it looks like the image below. The point of building up the website this way is to make a point that anyone can create anything on the web. Continue reading
Team members and roles: My partner is Angela and in terms of roles, we’re dividing the work pretty evenly. Most of the work we need to do is coding and just gathering websites, images, audio files, and videos to link to.
Description of media: So far, we are using a lot of social media websites such as Facebook, Soundcloud, YouTube, etc. for our project. We plan on finding sound effects and music videos.