class: center, middle, inverse, title-slide .title[ # Your Game — Build Day ] .subtitle[ ## Programmable Electronics — Unit 2 ] .date[ ### Class 15 ] --- # Learning Targets .lt-box[ - Build a physical enclosure and course around a working circuit, and mount the two so neither damages the other. - Run a blind playtest: hand your game to someone who has never seen it, say nothing, and watch. - Act on what the test showed you rather than on what you meant to build. - Explain your circuit to a non-technical visitor in a way they actually follow. ] .eu-label[Essential Understanding:] You are about to find out that the thing you designed and the thing people experience are not the same object. The only way to learn the difference is to hand it over and keep your mouth shut. Everything a tester does "wrong" is information about your design, not about them — and the discipline of believing that is most of what separates a builder from an engineer. --- # Agenda .agenda-box[ 1. Today's finish line 2. **Build (30 min):** make the thing 3. **Blind playtest (12 min):** swap games, say nothing 4. **Fix (10 min):** act on what you saw 5. Dry run and pack down ] --- # Today's finish line By the bell, your game is **done** — not nearly done. .pull-left.w48[ **Done means:** - It plays, repeatedly, without you adjusting anything. - Another group played it without being told how. - The sign is on it. - Nothing wobbles, dangles, or needs holding. ] .pull-right.w48[ **Done does not mean:** - Painted beautifully. - Every idea from your sketch included. .font-small[ If you run short, **cut features, not the playtest.** A simple game that works and explains itself beats an ambitious one held together by your thumb. ] ] --- class: small-font # Build (30 min) Your drawing and materials list from last class. Work in this order — it is the order that stops you rebuilding things. 1. **Base first.** Cut and reinforce the cardboard base before anything else goes on it. Double it up; a flexing base pulls wires loose all evening. 2. **Mount the breadboard.** Tape or glue it down, **underneath or behind** — visitors should see the game, not the wiring. Leave the battery clip reachable. 3. **Build the course.** Buzz-wire: bend it, anchor both ends firmly. Foil board: cut holes, line every rim, **join all the foil together**, and check continuity with the meter before you glue anything down. 4. **Connect and re-test.** One lead to the course, one to the ring or tweezers. **Test before you close anything up.** This is the last easy moment to fix it. 5. **Strain-relieve again.** You did this last class on the board; do it now where the leads meet the course. Two anchors beat one. 6. **The sign goes on.** Title, and at most one line of instruction. Big enough to read standing up. 7. **Decorate last.** Paint, foil, craft sticks, a story. Only when everything above works. .font-small[ Hot glue: hot end, hot glue, hot work surface. One person gluing at a time per group, and nobody else's hands near it. ] --- class: center, middle # Blind playtest Swap games with another group. **You do not get to explain yours.** --- class: small-font # Blind playtest (12 min) Six minutes each way. The rules are strict because the whole value is in the discipline. .pull-left.w50[ **If it's your game:** - Hand it over and **say nothing at all**. Not "you just—". Not "it's easier if—". Nothing. - **Watch their hands**, not their face. Where do they hesitate? What do they pick up first? What do they get wrong? - **Write down every single thing** they do that you didn't expect. All of it, even the stuff that seems unfair. ] .pull-right.w46[ **If you're the tester:** - Play it like you wandered up to a table at open house. Don't be clever, don't be generous. - **Say what you're thinking out loud** as you go: "I guess I hold this?" - Afterwards: what did you think it was about? What did you try first? - **Being confused is the most useful thing you can do for them.** Don't hide it to be polite. ] .emphasis-center[ Whatever they did "wrong" is a fact about your design, not about them. ] --- # Fix (10 min) You have ten minutes. You cannot fix everything, so fix in this order: 1. **Anything that stopped it working.** A lead that came loose, foil that isn't connected, a course that snags. 2. **Anything where the tester didn't know what to do.** Usually the sign, sometimes where the tweezers live. Cheapest fix on the list, biggest effect. 3. **Anything too hard or too easy.** Nobody got caught? Tighten the course. Nobody finished? Open it up. 4. **Everything else** — write it on the back. It's your list if there's time before open house. .emphasis[ Then test it again. A fix you haven't tested is a hope. ] --- class: small-font # Dry run, and pack down Last five minutes. Each group, at your table, out loud: .pull-left.w50[ 1. **Your opening line** — the one sentence you say to someone who walks up. Practise it once on the group next to you. 2. **The one-sentence version of how it works.** Not for me — for somebody's grandparent. "There's a chip that counts out two and a half seconds every time you touch the wire." 3. **What you say when someone asks why it buzzes.** You know this one properly. That's the whole point. ] .pull-right.w46[ **Pack down:** - Battery **disconnected** — not just switched off. - Leads coiled, not bent sharp. - Your name on the underside. - Games go on the back shelf, not in a bag. .font-small[ Anything unfinished: say so before you leave, and say what's left. Don't let me find out on the night. ] ] --- class: center, middle # Homework .hw-box[ - Nothing to build — your game is done and it stays here. - **Next class we go back to logic**, and the 74HC chips have arrived. Find your **Class 11 HIGH measurement** — the one where your transistor gate's output wasn't a clean 6 V — and bring it. We've owed you that answer for four classes. ]