CS294-8 Design Realization 2Course InformationDesign RealizationPreparationCourse CoverageIn detailSlide 7Course goalsSecondary goalsClass pragmaticsSlide 11Why so much breadth?Silos vs. NetworksClosed vs. Open CorporationsSlide 15Components vs. SystemsSlide 17Designing from componentsOutsourcingSlide 20Design studio modelWhy is this a Berkeley class? Or where is the rigor?Slide 23Meta-processSlide 25Itten’s “Design and Form”Slide 27McCullough’s “Abstracting Craft”Improvisations in motionFor next timeCS294-8 Design Realization 2John CannyFall 2003Course InformationInstructor: John Canny, [email protected] Soda Hall (and 354 HMMB)642-9955, (F) 643-1534Office hours this week: Thursday 2-4pm.Lectures 12:30-2pm Tu-Th here.Design RealizationIs about the creation of “smart” and often networked artifacts. Is intended to form part of the Berkeley Institute of Design’s core curriculum.The BID curriculum focuses on design of smart environments. This course covers realization of the elements of a smart environment.PreparationOne of:Design Realization 1 (Back and Harrison)ME 110: Intro. to product developmentCS160: User interface design, prototyping & eval.Any 100-series architecture classCourse Coverage1. 3D design2. Animation3. 3D physical prototyping4. Basic electronics5. Real-time programming6. Mechanics7. Optics8. Other suggestions?In detailPart 1: Images and VolumesGeometry and transformationsDesigning shapes (Maya)Historical InfluencesImprovisation in shapePart 2: AnimationTrajectory interpolationPhysics of movementImprovisation in movementPart 3: Making shapesMaterials and processes2D & 3D Prototyping CNC machiningAssembly Part 4. ElectronicsDigital Components and design principlesAnalogue/digital boundaryPC board design and fabSensor typesDisplaysIn detailPart 5: Real-time programmingProcesses and threadsShared dataCommunication and networkingimprovisation in an interactive devicePart 6: MechanicsMaterial propertiesComponents Building systemsimprovisation in physical agentsPart 7: OpticsPhysics of lightcomponentsmaterialsopto-electronic boundaryCourse goalsFluency in these media:Knowledge of what is possible vs. practicalKnowledge of what is hard vs. easyAbility to do easy thingsLeveraging others’ work to do some hard thingsLearning skills to improve mastery of a mediumKnowledge of what, where and who to go to to exceed your own limitsSecondary goalsSkills at working in interdisciplinary teamsAbility to fill-in gaps and work across disciplinary boundariesHow to learn from a collaborative team:Peer critique and problem-solvingConstruction of a shared knowledge repositoryDevelopment of cross-medium design senseClass pragmaticsThe work for the class will comprise:Small exercises in each of the mediaContributions to the class repository:•Reviews of readings will be posted online•Numerical ratings of papers will be required•New books, papers, links or other resources are expectedA larger (semester-long) project in one mediumParticipation in class and critiquesYou will hear soon about the class swikiClass pragmaticsAssignments and project work will generally be done on one of the public computers in the BID space. Send email to [email protected] if you don’t have an EECS account.Why so much breadth?All of these topics are central to design of information-rich environments.Lack of fluency creates “blind spots” or phobia of tackling the real problem.Disciplinary boundaries are in flux – the ones we have now may shift in a few years.Silos vs. NetworksResearchers of knowledge work have remarked on the trend away from the “silo model” to network-like organizations. Each silo contains a specialty:design, production, QA,…Network: much strongerconnectivityClosed vs. Open CorporationsThe closed (vertically-integrated) corporation is virtually extinct. Today, everybody outsources.Its much harder to be competitive without product differentiation, so there are relatively few basic component developers (Intel, Siemens, 3M,…)Most companies today are integrators, and profits are moving from products to solutions.DiscussionComponents vs. SystemsThe components available for design are much more complex than in the past:Gates → ALUs → CPUs → ServersMotors → Servos → Motion stages → RobotsFabrication tools are similarly much advanced:Hand tools → CNC machining → 3D printingPoint-to-point wiring → PC boards → ExpressPCBSelective breeding → gene splicing → Custom DNA (@ 30¢ per base in 1999 !!)Other examples?Components vs. SystemsComponents come with usage aids: behavior models and use patterns, that drastically simplify their use.Even specialists rely on high-level componentsTheir use does not require top-to-bottom understanding, which levels the playing fieldKnowledge is more localized, tacit and experiencedAnalysis is often left to the simulator.Designing from componentsSo designing systems is much easier than it used to be. The hypothesis of this course is that there is a common set of design/learning skills across media for smart artifacts. We will create a shared set of knowledge resources for design: Components, Suppliers, CAD tools, Fabricators,…OutsourcingThings that can be outsourced today at moderate cost:Mechanical designsComposites and cellular materialsArbitrary 3D shapesPrinted-circuit boardsOptics: large lenses and diffusers, holograms, EL displays, (soon) e-paper“Made-to-order” materials: polymers and nano-particle blendsBreakDesign studio modelYour design knowledge has to be constructed by you. Cooperation and critique with other students is the best way to build this knowledge. You need to understand what you can do, and what you can’t.We will borrow other techniques from design: improvisation exercises, case studies and design patterns.Why is this a Berkeley class?Or where is the rigor?Rigor has different forms, and where possible we will include theoretical material.Theory includes optional readings on: The mathematics or physics or engineering details of a design mediumHistorical and critical essays on the mediumAnd:Why is this a Berkeley class?Or where is the rigor?The core knowledge of
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