TWO HANDS
   
 A. Observe and analyze the role of two-handed action
		Find real-world situations where hands do the same thing.
		Find situations where their roles are quite different
		Present photos or sketches comparing situations....
 B. Design and build a device that uses two hands
		Capture some aspect of a non-computer situation
		Reproduce the task on the computer
		Build two-handed and one-handed controls to match the task
 C. Compare performance on some simple task
		Using one or two hands in the real-world 
		Using one or two hands whith the same task on the computer
(e.g. etch-a-sketch)
   

HOW DO YOU FEEL?
   
A. Collect a variety of switches or knobs that with different feels
	1) ask people which they prefer
	2) form some hypothesis about the essential difference.
B. Build an apparatus for one or both of the following
	1) measuring the "feel" of your collection, or
	2) systematically varying the "feel".
C. Compare performance 
	1) design a critical task around you hypothesis
	2) measure (time, error, opinion)
   

FALSE FEEDBACK
   
A Collect examples of feedback problems and classify them as either
	Mapping (e.g. light switches not arranged like the lights they control)
	Delay (e.g. temperature adjustment on shower)
	Noise (e.g. driving in the fog)
B Design an experiment where you can systematically vary any one, two or
        all three
C Compare the effects of feedback problems on
	Initial performance 
	Learning (can you get past the problem?)
	Loading (under pressure of speed or distraction do you forget the 
        learning)
    

CAN TWO CANOE?
   
A. Construct a simple dynamic model of some cooperative sports activity.
         (e.g. two-man kayak, spinning a jump rope).
B. Design and build a simple input device and display scheme for
         controlling your model.
C. Vary the device or the model or the display to illustrate what makes the
         activity more or less difficult.
     

SUPER CONDUCTOR 
Improve control of tempo and expression with the radio baton.
   
A. Observe users of the current radio baton "conductor" program.  
   Form some hypothesis about how to improve it.  For example, 
   notice the method of beat detection (position threshold) and 
   note-velocity.
B. Implement an improvement.  For example, improve on the 
   "fixed-plane" method of sensing the beat (e.g. try a velocity 
   estimate or direct acceleration measurement) and/or program a 
   tempo prediction algorithm that handles accelerando or ritard.
C. Conduct the same piece of music with two different methods 
   and collect objective measures and subjective opinions of 
   performance.
   

VISUAL BATON
Using the radio baton (two batons) devise a scheme for 
controlling a visual display:  for example, the six degrees 
of freedom of a solid object (i.e.  position and rotation).
   
A. Watch people using one or two hands to accomplish 
   multi-dimensional tasks (positioning, manipulating, 
   gesturing).
B. Program an abstraction of a visual positioning task (docking 
   a space craft, threading a needle, tying a knot).  Experiment 
   with mappings from the baton to the display.
C. Compare at least two mappings on some bench-mark task.
   

NEW/NO STICKS
Build a new set of "sticks" for the radio baton.

A. Observe and sketch how people use two hands with and 
   without tools.
B. Design a replacement for the batons that either puts more 
   or less into your hands. 
C. Compare the existing sticks with your "improvements".  
   Design a task that can only be accomplished with your new sticks.

KIDS' INPUT
A. Watch and record ways that kids manipulate things.
   Spend at least 30 minutes with some real kids.
   Make some sketches (or photos or videos) of different motions.
   Notice direct manipulation vs remote manipulation (object vs. tool)
   notice pleasures and frustrations, whole-body vs part, etc. 
B. Design a device that connects kids to a computer.
   Model your device on some "kid-like" action, or
   Instrument some actual kid's toy or tool.	
C. Implement a simple application inspired by your new device.
   Compare trying to accomplish the same task with mouse or keyboard.
   Just sketch or mock-up the "complete" application, but
   Implement the essential input/output dynamics.

BUTTONS AND HANDLES 

A. Consider the difference between using a button or a handle.
   Look around a kitchen at all the things you use.
   Sketch four or five situations classifying all controls as handles or
   buttons.  Decide for your self what is the essential difference?
   (e.g. filling a glass, setting a timer)

B. Re-design some kitchen task to use a button instead of a handle or a
   handle instead of a button.  Create a mock-up of your design.
   Instrument some physical device.  Simulate the dynamic interaction 
   on the computer.

C. Compare performance of the same task with button or handle.
   Define a task and some task measures.  Describe how the task 
   might change with the alternative controls.