City University of Hong Kong Course Syllabus
offered by School of Creative Media with effect from Semester A 2016/17
Part I Course Overview
Course Title: Hardware Hacking
Course Code: SM3610
Course Duration: One Semester (13 weeks)
Credit Units: 3 units
Level: B3 Arts and Humanities Study of Societies, Social and Business Organisations Proposed Area: (for GE courses only) Science and Technology
Medium of Instruction: English
Medium of Assessment: English For BScCM students: CS1103 Introduction to Media Computing and CS1303 Introduction to Internet and Programming
Prerequisites: For BACM & BAS students: SM2705 Creative Media Studio III: Technology, (Course Code and Title) Space and Intangible Media OR SM2716 Physical Computing and Tangible Media
Precursors: (Course Code and Title) Nil
Equivalent Courses: (Course Code and Title) Nil
Exclusive Courses: (Course Code and Title) Nil
Course Syllabus 1 Jan 2015
Part II Course Details
1. Abstract (A 150-word description about the course)
This is a workshop based programme to provide an interactive environment to practice the knowledge of basic computer organization to installation art. Through the exploration of robotics and embodied system programming, students are expected to be able to construct simple electronics circuits and make simple modifications to existing electronic devices, in order to adapt existing hardware to suit their needs. The course aims to prepare students to further research into the area of installation art and electronic creative works. This course assumes no prior knowledge of electronics but require fundamental programming skills such as basic C/C++ or java programming.
The definition of hacking used for this course:
"In home computing, a hacker is a person who heavily modifies the software or hardware of their own computer system. It includes building, rebuilding, modifying and creating software (software cracking, demo scene) and electronic hardware (hardware hacking, modding) either to make it better, faster, give added features or to make it do something it was never intended to do."
[Hacker (hobbyist). (2010, April 12). In Wikipedia, The Free Encyclopedia. Retrieved 10:36, May 17, 2010, from http://en.wikipedia.org/w/index.php?title=Hacker_(hobbyist)&oldid=355505096]
2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student is expected to be able to do at the end of the course according to a given standard of performance.)
No. CILOs# Weighting* Discovery-enriched (if curriculum related applicable) learning outcomes (please tick where appropriate) A1 A2 A3 1. Identify and explain the use of key electronic components, circuits and theories. 2. Create electronic artworks or products as embedded system controlled with microprocess. 3. Adapt existing hardware, create software and/or hardware extensions for use in an electronic artwork. 4. Document and present learning achievements, challenges and the creation of an electronic artwork. 5. Create technical documentations and exhibition-oriented maintenance instructions. 6.^ Assign or link up extra self-initiated tasks on top of an assignment / coursework for further exploration of the subject * If weighting is assigned to CILOs, they should add up to 100%. 100%
Course Syllabus 2 Jan 2015
# Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex.
A1: Attitude Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers. A2: Ability Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to self-life problems. A3: Accomplishments Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes. ^ Negotiated Learning Outcome (NLO) explicitly articulating the elements of Discovery oriented learning.
3. Teaching and Learning Activities (TLAs) (TLAs designed to facilitate students’ achievement of the CILOs.)
TLA Brief Description CILO No. Hours/week (if 1 2 3 4 5 6 applicable) Lecture & Practical sessions and lecture on In-class the use of key electronic
practice components, circuits and theories. Lecture & Practical sessions and lecture on In-class the embedded system and practice microprocessor. Lecture & Presentation of relevant In-class examples of media art works and practice demonstration of design and modification of simple electronic circuits. Group project Practical sessions, group tutorials and critique sessions on the students' proposed projects.
Presentation and lecture on production of project documentation. Group project Presentation of different examples of documentations and pair-based exercises on how to setup and maintain works in an exhibition context.
Course Syllabus 3 Jan 2015
4. Assessment Tasks/Activities (ATs) (ATs are designed to assess how well the students achieve the CILOs.)
Assessment Tasks/Activities CILO No. Weighting* Remarks 1 2 3 4 5 6 Continuous Assessment: 100% In-class practical exercises on 10% the practical application of theories, circuits and electronic components. Creation of an electronic work 20% with the use of microprocessor and embedding programming skills. Creation of an electronic work 20% based on existing hardware devices and concepts presented in class. Creation and presentation of a 50% final electronic work based on knowledge gathered during the course. Creation of a blog related to NA Part of final project the course that should be maintained and updated throughout the course relating the challenges faced, the personal research and the final results. Examination: 0% (duration: , if applicable) * The weightings should add up to 100%. 100%
Course Syllabus 4 Jan 2015
5. Assessment Rubrics (Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.)
Assessment Criterion Excellent Good Adequate Marginal Failure Task (A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F) 1. In-Class Ability to understand the Active in-class Active in-class Attentive in Unmotivated to Unwilling to Exercises basic principle of electronic participation, participation, in-class participate in class participate in class theories, circuits and positive positive participation, discussion or discussion and electronic components. listening, strong listening, ability listening with comment on other comment on other ability to to initiate class comprehension, people’s views points, even when Ability to complete the stimulate class discussion and but only Little pre-class requested by the assigned tasks. discussion and comment on infrequently preparation and teacher comment on other points contributing familiarity with peer No pre-class other points Adequate Adequate reports and other preparation and In-depth pre-class pre-class materials familiarity with peer pre-class preparation and preparation but Poor ability in reports and other preparation and familiarity with little familiarity interpreting opinions materials familiarity with peer reports and with peer reports Minimal ability in peer reports and other materials and other interpreting opinions other materials Interpret materials Interpret others’ opinions Fair ability in views with an effectively interpreting open mind and opinions ready to negotiate Readiness to share personal insight via analysis and synthesis with informed views Constructively critical, thus facilitating the discovery of new issues 2. Electronic Ability to create basic Work has strong Strong Basic appreciation Marginal No appreciation of Work Creation circuits with electronic affective quality appreciation, and/or application appreciation of the the aesthetics and components and sensors. and the exploration of the aesthetic aesthetic and expressive qualities articulation of and/or and expressive expressive qualities of the medium Ability to adopt existing personal styles application of qualities of the of the medium Fail to create Course Syllabus 5 Jan 2015
Assessment Criterion Excellent Good Adequate Marginal Failure Task (A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F) resources to develop and signature the aesthetic and medium Marginal ability to project/ work that software for controlling Excellent expressive Limited ability to create project/ work demonstrate the microprocessor and other appreciation, qualities of the create project/ that demonstrate the processes of components. exploration medium work that processes of thinking and creative and/or Ability to create demonstrate the thinking and creative exploration application of project/ work processes of exploration Minimal adjustment the aesthetic and that demonstrate thinking and Limited adjustment of plans and expressive the processes of creative of plans and strategies in qualities of the thinking and exploration strategies in response to medium creative Adjustment of response to resources (time, Work raises exploration plans and resources (time, space, equipment, questions and Proper strategies in space, equipment, etc) available instill insights adjustment of response to etc) available about the plans and resources (time, process of strategies in space, equipment, conception, response to etc) available creative resources (time, strategization space, and production equipment, etc) Innovative available and exploration by constructive combining feedback/ knowledge from suggestions different disciplines (e.g. mathematics, psychology, physics, anthropology, etc.) to create an inter-disciplinar y project Efficient adjustment of plans and strategies in response to resources (time, space, equipment, etc)
Course Syllabus 6 Jan 2015
Assessment Criterion Excellent Good Adequate Marginal Failure Task (A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F) available with constructive adjustment 3. Group Project Ability to design, evaluate Rich, Adequate Adequate content Weak content, loose Inadequate content, and Presentation and implement electronic informative content with with grasp of the general fail to identify the media work with content, firm grasp of the comprehensive ideas with some general ideas with microcontroller, sensors excellent grasp material that grasp of the knowledge of the knowledge of the and other components. of the material informs the material subject matter subject matter with in-depth audience on a demonstrating Poor organization, No organization, Ability to explain in details and extensive subject matter basic knowledge structure and structure or/and the idea and background, knowledge of Reasonable of the subject composition composition methodology, the subject organization, matter Poor presentation Poor presentation implementation and matter balanced Fair organization, skills: marginal skills: marginal references in creating the Rigorous structure and weak structure pronunciation, pronunciation, electronic media work of organization, composition and composition expression and expression and the group project. coherent Good verbal Fair presentation diction, poor diction, minimal structure, and communication: skills: acceptable time-management time-management systematic comprehensible pronunciation, exposition with pronunciation, expression and a strong sense of fluent diction, fair narrative expression and time-management Superior diction, fair presentation time-manageme skills: distinct nt pronunciation, fluent expression and appropriate diction, exact time-manageme nt Critical analysis with insightful comments opening up new issues, or suggesting the ability to theorize
Course Syllabus 7 Jan 2015
Assessment Criterion Excellent Good Adequate Marginal Failure Task (A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F) 4. Course Blog Ability to organize the Excellent grasp Firm grasp of Comprehensive Loose grasp of Poor grasp of collected materials and of materials, materials, ability grasp of materials, materials, cannot materials regularly maintain and ability to explain to explain key able to explain explain key concepts Inadequate content, update the blob. key concepts, concepts and key concepts Weak content, with without primary and assumptions, assumptions Adequate content, primary and secondary levels Capacities for self-directed and debates, Adequate fair ability to secondary levels Fail to design and learning and research to demonstrating content, strong integrate various Design and conduct conduct research understand challenges faced sound ability to resources into research which is which is appropriate and solve the problems in knowledge of integrate various primary and appropriate for the for the research the development of group the field resources into secondary levels research objective objective project. Rich content, primary and based on demand Marginal judgments Fail to make exceptional secondary levels Design and about existing reasonable ability to based on conduct research research judgments about integrate various demand; which is built on Poor ability to existing research resources into Design and knowledge of approach a text or a Fail to approach a primary and conduct research theoretical theme using a text or a theme using secondary levels which is built on frameworks variety of theories a variety of theories based on thorough Appropriate and analytical tools and analytical tools demand; knowledge of judgments about Design and existing existing research conduct research theoretical Weak ability to which is firmly frameworks approach a text or built on Appropriate a theme using a thorough judgments about variety of theories knowledge of existing research and analytical existing and demonstrate tools theoretical application of frameworks critical thinking Evaluative skills judgments about Ability to existing research approach a text and demonstrate or a theme using application of a variety of strong critical theories and thinking skills analytical tools Strong ability to approach a text or a theme using a variety of theories and
Course Syllabus 8 Jan 2015
Assessment Criterion Excellent Good Adequate Marginal Failure Task (A+, A, A-) (B+, B, B-) (C+, C, C-) (D) (F) analytical tools Strong organization of research findings with effective organization and procedural clarity at the same time demonstrating the importance of the process Insightful suggestion of how the research findings may lead to future research
Note: All A+/A/A- grade assignment should comply with the highest performance of Discovery-oriented learning.
Course Syllabus 9 Jan 2015
Part III Other Information (more details can be provided separately in the teaching plan)
1. Keyword Syllabus (An indication of the key topics of the course.)
Advanced installation technique; Installation organisation; Interactivity; Creative Electronics; Robotics; Hardware; Hacking; Microprocessor; Sensors; Circuit; Embedded Programming.
2. Reading List 2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of e-books, e-journals available from the CityU Library.)
1. Banzi, Massimo. Getting Started with Arduino, 2nd Edition. Make, 2011. 2. Noble, Joshua. Programming Interactivity, 2nd Edition. O'Reilly Media, Inc., 2012.
2.2 Additional Readings (Additional references for students to learn to expand their knowledge about the subject.)
Igoe, Tom. Making Things Talk: Practical Methods for Connecting Physical Objects. 1. Make, 2007. Horowitz & Hayes. Art of Electronics: Art Electronics, Standard Manual. Cambridge 2. University Press, 1995. 3. Michael Margolis. Arduino Cookbook, 2nd Edition. O'Reilly Media, Inc., 2011. 4. Forrest M., III Mims. Getting Started in Electronics. 5. Forrest M., III Mims. Electronic Sensor Circuits & Projects. 6. MAKE: magazine http://www.makezine.com 7. Arduino http://www.arduino.cc 8. Adafruit Industries http://www.adafruit.com 9. Instructables http://www.instructables.com 10. CRAFT: magazine http://www.craftzine.com 11. MIT Media Lab http://www.media.mit.edu 12. Sparkfun Tutorials http://www.sparkfun.com/commerce/tutorials.php
Course Syllabus 10 Jan 2015