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Princeton Sound Lab

From Wikipedia, the free encyclopedia

The Princeton Sound Lab is a research laboratory in the Department of Computer Science at Princeton University, in collaboration with the Department of Music. The Sound Lab conducts research in a variety of areas in computer music, including physical modeling, audio analysis, audio synthesis, programming languages for audio and multimedia, interactive controller design, psychoacoustics, and real-time systems for composition and performance.

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  • Princeton Profiles: Dan Steingart, exploring batteries with creativity
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[SAWING] DAN STEINGART: I try as much as possible to encourage exploration and hacking and throwing a lot of spaghetti at the wall and then kind of seeing what underlying physics come out of that. We don't just make things randomly but we go with hunches and if see that hunch works and refine it, refine it, refine it. Right. So it's not that it's smaller this. It's not that's bigger in the AA. I'm Dan Steingart. I'm an assistant professor in the Department of Mechanical and Aerospace Engineering and the Andlinger Center for Energy and the Environment. [TAPPING] I study everything that has to do with a battery. Its materials, its packaging, its power electronics, and its failure. So my lab is set up to make new materials, put those new materials into batteries in various ways because how you put the battery together matters a lot, make batteries of different sizes, test those batteries, beat them up, kill them, and then dissect them and look at them. And then repeat the cycle again. If this is true and R is constant, then pV/RT equals 1. The challenge in teaching and I think the benefit is structuring right —- so student's time is valuable. Students want to get a lot done, particularly Princeton students, but they also want to own things and truly understand things. And when you do it right, you structure a problem in such a way that when the student gets the answer right or sees the answer unfold, either in their brain or on the piece of paper in front of them, they have an aha moment and they take ownership of it. I hope that the students take away an understanding of how to diagnose and fix complex systems. And something that my Ph.D. adviser instilled in me I think is really important is not to make the perfect the enemy of the good. So as Ivy League students, everyone tries to get the A or the A plus. But when you're developing things and you want to introduce a product to the world, the world has to have time to respond to that product, then you have to have time to respond to the world. And if you wait for perfection, you're never going to release anything. We make things, we break things, we study why they've broken, we try to make them better. And I try to make those cycles as tight as possible and codify that process. So if students can diagnose things, fix them, and make them better, and if they can simply do that when they leave my lab, I'm happy. MIKE WANG: Dan wants us to be independent and he also wants us to have the freedom to do what we want and to pursue what we're interested in. He'll try to point us in some direction, tell us a cool idea he has. If there's one thing that I would take away from working with him is that there's always a creative way to do things and a novel way to do things. DAN STEINGART: Princeton allows for a lot of creativity. People generally don't think of engineers as creative people. But my colleagues and my students are among the most creative people I've ever met. And I've not seen a maximization of resources like this anywhere else I've been. I try to have my students leading the projects and looking at me like an old man that's behind the times. But by the time they're in their second or third year here, I want to be outdated and baggage by the time they leave. So if they're not teaching me things by the third or fourth year, I'm doing something wrong.

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This page was last edited on 30 December 2014, at 17:12
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