This course introduces students to physical technologies that interact with our bodies and environment through sensors and actuators, systems that are already embedded into our daily lives. A field of creative practice that is sometimes referred to as physical or material computing, this course requires no prior knowledge of coding or electronics, providing a hands-on introduction to integrating physical technologies and computing in creative practice. As a part of this course students can create their own devices, instruments, systems or wearables, applying ideas of interaction design to physical experiences. Through investigations of physical computing technologies, discourses and practices the course also introduces critical perspectives, considering how technology is a cultural and creative material, studying and testing how physical computing can be embodied, how it can integrate, mimic and intervene with systems that are environmental and behavioural, natural and engineered. While grounded in design and the visual arts, this course is suitable for any students with an interest in creative approaches to computing and electronics. 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. create designed objects and experiences that incorporate environmental, behavioural and material factors;
2. navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice;
3. contextualise your work within fields of discourse and practice through writing and reflection; and
4. incorporate ethical and critical approaches to technological and material practices.

Additional Course Costs

Students are required to purchase hardware for this class. To begin with an Arduino Uno will be necessary as well as a breadboard and breakout wires. Students will likely need to purchase additional components to make their projects. These materials are available to purchase from online stores. A detailed guide is available in the online class resources.

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Deep Dive: Introduction to Arduino environment Practical experiments with the basic environment Literature: The Physical Computing Community	R&D Blog: DIY Post
2	Deep Dive: Digital and analogue inputs Practical experiments with digital and analogue inputs Literature: Bio-sensing, haptics and E-textiles	R&D Blog: DIY Post
3	Deep Dive: Outputs and actuators Practical experiments with outputs and actuators Literature: Robotics, Sound	R&D Blog: DIY Post
4	Deep Dive: Inputs and Outputs Together at Last Practical experiments with inputs and outputs Literature: Audio visual practices	R&D Blog: Assessment 1 Project Proposal
5	Project development & consultations Practical experiments with inputs and outputs	R&D Blog: DIY Post
6	Transduction Template Presentations & Discussions	R&D Blog: Assessment 1 Documentation & Reflection Assessment 1 Presentations
7	Deep Dive: Expanding From the Arduino Environment Project development & consultations Literature: Processing, Surveillance, Internet of Things	R&D Blog: DIY Post
8	Deep Dive: Power Sourcing Intelligent Interventions Project Pitches & Discussions Literature: Alternative power	R&D Blog: DIY Post Assessment 2 - Project Pitches
9	Project development & consultations	R&D Blog: DIY Post
10	Project development & consultations	R&D Blog: DIY Post
11	Project development & consultations	R&D Blog: DIY Post
12	Intelligent Interventions Presentations	R&D Blog: DIY Post
14		R&D Blog: Independent Reflections Assessment 2

Tutorial Registration

Required: Use Wattle for Self-Enrolment

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Project No. 1: Transduction Template	30 %	01/04/2021	15/04/2021	1,2
Project No. 2: Intelligent Interventions	30 %	10/06/2021	24/06/2021	1,2,3,4
Research & Development Blog	40 %	10/06/2021	24/06/2021	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Due to the physical nature of the content this course has been designed for students to attend with a number of opportunities that are assessed and indicative for students to present their work and get feedback. Participation in the weekly classes is essential to fulfilling the learning outcomes of this course. If you cannot attend all of the scheduled classes, please consider a different course. Participation is also essential in online forums and blogs for this class.

Assessment Task 1

Project No. 1: Transduction Template

So far we have learned how physical computing can be understood as a series of acts of transduction, transforming one form of energy into another (eg. light into sound etc.). This independent project requires you to use the knowledge you have developed from our deep dives into physical computing topics and methodologies and apply these to create your own design that implements techniques of sensing and actuation. You may choose to incorporate analogue and/or digital components, the minimum requirements being the inclusion of at least one sensor and one actuator. These components are to be developed into a prototype that should take into consideration the phenomena and environment for which they are designed to interpret.

Final presentation in class in Week 6.

Rubric

Criteria	High Distinction 80-100% Work of exceptional quali	Distinction 70-79%Work of superior quality, as dem	Credit 60-69% Work of good quality, as demonstrate	Pass 50-59% Work of satisfactory quality, as demon	Fail 0-49% Work in which the attainment of learnin
Create designed objects and experiences that incorporate environmental, behavioural and material factors (50%) LO1	The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system.	The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest meaningful changes in the system.	The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system.	The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible.	The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors.
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (50%) LO2	The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research.	The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research.	The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a some attempt has been made to develop independent contributions.	The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions.	The components/circuit and/or code in the project does not function because it is not appropriately put together.

Assessment Task 2

Project No. 2: Intelligent Interventions

In this project you will create an interactive system as a part of a collaborative group. Demonstrate your collective knowledge of physical computing by producing an interactive object or environment that engages in an act of critical intervention. Projects may take the shape of (but not be limited to) product design, interactive art, or critical engineering. The system can include more than one Arduino circuit and could be embedded or performative.

The work for this assessment will be assessed during a Project Pitch presented by your group in week 8 and again in a creative presentation in class during week 12 accompanied by a Documentation and Rationale submitted in week 14. Be sure to consider user experience and diverse media types for your documentation. Groups should be made up of no less than three and no more than four students.

Breakdown:

Project Pitch = 25% (Week 8)

Presentation = 50% (Week 12)

Rationale & Documentation = 25% (Week 14)

Rubric

Criteria	High Distinction 80-100% Work of exceptional quali	Distinction 70-79%Work of superior quality, as dem	Credit 60-69% Work of good quality, as demonstrate	Pass 50-59% Work of satisfactory quality, as demon	Fail 0-49% Work in which the attainment of learnin
Create designed objects and experiences that incorporate environmental, behavioural and material factors (25%) LO1	The object/system is plausible and evocative in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they successfully manifest meaningful and intricate changes in the system.	The object/system is plausible in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they appear to manifest meaningful changes in the system.	The object/system is functional in its presentation and the outputs it produces. Environmental/behavioural factors have been incorporated as inputs into the work and they manifest perceivable changes in the system.	The object/system although functional in its presentation and/or the outputs it produces it lacks detail due to minor errors or bugs. Although environmental/behavioural factors have been incorporated as inputs into the work, when interacted with, the system does not appear to change, or change is imperceptible.	The object/system lacks functionality in its presentation and/or the outputs it produces due to errors, bugs or poor development. The design does not incorporate environmental or behavioural factors.
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (25%) LO2	The components/circuit and/or code are informed by practitioners/projects and original and novel independent contributions have been developed that are informed by this research.	The components/circuit and/or code in the project reference practitioners/projects and original independent contributions have been developed that are informed by this research.	The components/circuit and/or code in the project appropriates the work of other practitioners/projects and a minimal attempt has been made to develop independent contributions.	The components/circuit and/or code in the project although functional is sourced entirely from other practitioners without any independent changes/iterations/contributions.	The components/circuit and/or code in the project does not function because it is not appropriately put together.
Contextualise your work within fields of discourse and practice through writing and reflection (25%) LO3	Development of this project is done in close consultation with a wealth of research into the work of creative and interdisciplinary practitioners and related areas many of which are not discussed in class content. Reflections on this project and its intentions are communicated eloquantly and their details are evidenced by a wide variety media.	Development of this project is done in consultation with research into the work of creative and interdisciplinary practitioners and related areas some of which are not discussed in class content. Reflections on this project and its intentions are well communicated and their details are evidenced by various media.	Development of this project has benefited somewhat from research into the work of creative practitioners and those in related areas some of which are not discussed in class content.? Reflections on this project and its intentions are adequately communicated and some but not all of their details are evidenced by various media.	Development of this project has benefited somewhat from research into the work of creative practitioners of which all have been referenced in class. Reflections on this project and its intentions are communicated but the discussion lacks evidence.	There is no evidence of research into the work of other practitioners in this project. The project has not been situated in the field and lacks reflection.
Incorporate ethical and critical approaches to technological and material practices (25%) LO4	Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but by closely informing decisions made in the project's own development and presentation these critical and ethical approaches are made clear in provocative ways for those interacting with the work.	Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the project development and presentation, making the discourse apparent to those who interact with the work.	Ethical and critical approaches to technological and material practices are communicated not only in the project rationale but also through decisions made in the projects own development and presentation.	Some consideration of ethical and critical approaches to technological and material practices are communicated here, made apparent in the project rationale but not appearing to inform decisions made in the project development and presentation.	The project does not consider or communicate ethical and critical approaches to technological and material practices.

Assessment Task 3

Research & Development Blog

The process of research and development relies heavily on documentation. Increasingly designers and artists turn to the blog in order to document their research and development and promote their work. As a part of this class we will use the format of a blog as a process diary where documentation of practice led research including circuits and physical experiments can be published. These documents will be essential for iterating your designs, examining bugs and entering into discussions with the wider community to get feedback and develop solutions. This blog will also be instrumental for collaborative projects by facilitating a context for discussion and feedback.

This assessment requires that you produce an entries that document and discuss your practical experiments and project development in and outside of class. Your blog should present consistent and regular documentation of your own work which may include (but not be limited to) writing, photographs, drawings, video and audio. These entries will also be an opportunity to share your research, entries should reference the work of “peers”, be that designers, artists, critical makers you find relevant to the projects you’re developing and importantly, the work of your fellow students. Discuss, critique, compare and analyse your work along with practitioners in the field. Be sure to reference all of the media and sources, adhering to academic standard. Each post should include a variety of media with a guide of approximately 250 - 500 words per post.

Entries on your blog will be used to evidence your research and practical experimentation that will be useful in consultations towards your project development and also in the final presentations of Assessment 1 and 2. While the the submission of this blog is in Week 14, you will use your blog entries to discuss your work in class presentations where you will to receive indicative feedback and critique about the blog and your work in development.

Your blog must include a minimum 3 x DIY Posts and all others starred are compulsory. This comes to a total of 6 blog posts throughout the semester.

Week 1 – DIY Post

Week 2 – DIY Post

Weel 3 – DIY Post

Week 4 – Assessment 1 Project Proposal *

Week 5 – DIY Post

Week 6 – Assessment 1 Documentation & Reflection *

Week 7 – DIY Post

Week 8 – DIY Post

Week 9 – DIY Post

Week 10 – DIY Post

Week 11 – DIY Post

Week 12 – DIY Post

Week 14 – Independent Reflections Assessment 2 *

Rubric

Criteria	High Distinction 80-100% Work of exceptional quali	Distinction 70-79%Work of superior quality, as dem	Credit 60-69% Work of good quality, as demonstrate	Pass 50-59% Work of satisfactory quality, as demon	Fail 0-49% Work in which the attainment of learnin
Create designed objects and experiences that incorporate environmental, behavioural and material factors (25%) LO1	The experiments documented in this blog incorporate environmental/behavioural factors as inputs and manifest meaningful and detailed changes in the system. A wealth of research into phenomena outside of those discussed in class are documented in the posts.	The experiments documented in this blog incorporate environmental/behavioural factors as inputs and manifest meaningful and clear changes in the system. A good amount of research into phenomena outside of those discussed in class are documented in the posts.	The experiments documented in this blog incorporate environmental/behavioural factors as inputs and manifest changes in the system. Some research into phenomena outside of those discussed in class are documented in the posts.	The experiments documented in this blog incorporate environmental/behavioural factors as inputs and manifest changes in the system but are limited to those discussed in class.	There are insufficient experiments documented in this blog. Posts fail to communicate how environmental/behavioural factors have been incorporated as inputs to manifest changes in the system.
Navigate and critically interpret physical computing technologies, discourses and practices and apply research to your creative practice (25%) LO2	Consistent and careful attention has been made in this blog to evidence creative projects that influenced the development of Project 1 and Project 2. The independent interpretations evidenced here of these projects have been informative and have been incorporated as practical/theoretical elements in Projects 1 and 2. Evidence of attempts made to develop independent contributions to this research are seen through out the posts. A considerable amount of independent research is evidenced here in the amount of examples shown that are outside of the class content. Excellent work has been done here to discuss the work of peers or contemporary practitioners.	Continued attention has been made in this blog to evidence creative projects that influenced the development of Project 1 and Project 2. The independent interpretations evidenced here of these projects have been informative and have been incorporated as practical/theoretical elements in Projects 1 and 2. Evidence of attempts made to develop independent contributions to this research are seen in some of the posts. Minimal work has been done to find references outside of class content. A good amount of work has been done here to discuss the work of peers or contemporary practitioners.	Some of the posts evidence physical computing projects that have been influential in the development of Project 1 and Project 2. While these projects have been interpreted and attempts have been made to appropriate and incorporate practical/theoretical ideas minimal attempt has been made to develop independent contributions. More work was needed to find references outside of class content. Some work has been done here to discuss the work of peers or contemporary practitioners.	Minimal work has been made to connect and interpret physical computing technologies and practices in these posts. No work has been done here to discuss the work of peers or contemporary practitioners.	There is no consideration of physical computing technologies and practices presented in these posts.
Contextualise your work within fields of discourse and practice through writing and reflection (25%) LO3	Consistent and insightful connections are made to discourses and practices discussed in class and considerable and rigorous work is done to connect with research outside of the class content. Excellent consistent documentation is provided that evidences this discussion with a variety of media employed.	Consistent connections are made to discourses and practices discussed in class and considerable work is done to connect with research outside of the class content. Some good consistent documentation is provided that evidences this discussion with a variety of media employed.	Connections are made to discourses and practices discussed in class and work is done to connect with research outside of the class content. Some good documentation is provided that evidences this discussion.	Little connection is made to discourses and practices discussed in class nor to connect with research outside of the class content. Minimal documentation is provided that evidences this discussion.	No connection is made to discourses and practices discussed in class nor is work done to connect with research outside of the class content. Little to no documentation is provided that evidences this discussion.
Incorporate ethical and critical approaches to technological and material practices (25%) LO4	The blog carefully considers and explicitly communicates a number of ethical and critical approaches to technological and material practices. These considerations are communicated throughout the posts through documentation of practical experiments in a variety of media and engaging, critical and eloquent writing. Care and attention has been made to participating in constructive discussion of the work of fellow peers, solutions being offered.	The blog considers and communicates a number of ethical and critical approaches to technological and material practices. These considerations are communicated through the majority of posts in documentation of practical experiments with a variety of media and through engaging writing. Care and attention has been made to participating in constructive discussion of the work of fellow peers.	The blog considers and communicates a number of ethical and critical approaches to technological and material practices. These considerations are communicated through some of the posts and in documentation of practical experiments. Some attention has been made to participating in constructive discussion of the work of fellow peers.	The blog makes reference to ethical and critical approaches to technological and material practices. These considerations are communicated in minimal posts and in documentation of practical experiments. Little attention has been made to participating in constructive discussion of the work of fellow peers.	The blog makes no reference to ethical and critical approaches to technological and material practices. No attention has been made to participating in constructive discussion of the work of fellow peers.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to be familiar with the academic integrity principle and Academic Misconduct Rule, uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with.

The Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students