BADP2003 Light + Sound ASSIGNMENT 2

SYNOPSIS

This assignment is a short review based on research literature concerned with a topic in light and/or sound. A set of topics is given. The review should be approximately 750 words. This assignment is conducted individually and contributes to 35% of the overall mark in this unit.

AIMS

The aims of this assignment are to:

•    Develop information skills in the areas of lighting and acoustics;

•    Develop an understanding of a particular topic in lighting or acoustics that interests you;

•    Develop general knowledge and ability to interpret research literature in lighting and acoustics;

•    Develop report writing skills.

PRAGMATICS

The lecture content in the first few weeks should help provide a context/language in light and sound, but the content of your assignment is not specifically covered in the lectures. The lectures provide a framework of basic concepts for you to use when you interpret specialized literature related to your chosen topic.

Tutorials in weeks 5 and 6 (‘academic skills’) are designed to support your work on this assignment.

A list of assignment topics is provided. Choose one of the topics in the list for your assignment. Note that it is impossible to cover all aspects of a topic, so you will need to choose the issues within your topic to focus  on in your report.

The report should be 750 words (±100 words). Word count does not include title etc, in-text citations, references, or a reasonable figure caption. Note that the number of words is not an assessment criterion unless your assignment is clearly too long. There is no need to contact Densil to ask about whether you can exceed the word limit: his answer would be ‘no’ . Instead, don’t waste words and design your writing really well.

You may include up to two illustrations if it helps, although this is not required. If you do, illustrations should be appropriately cited (unless your made it yourself). Please include a figure caption for each illustration

(with in-text citation within the caption if required).

Do NOT include your name in the document, marking should be anonymous in accordance with University policy.

Do not use any automatic writing or editing tools such as ChatGPT, Grammarly, translation software, and so on. Spell-checking is ok to use. We want to read your voice in your writing. Only submit your own words.

Submit your report as a PDF.

REFERENCES

You must support your writing with high quality information sources. You should use between 5 and 7 high quality references (the upper limit is to constrain the scope of this assignment). There is no need to ask

Densil if you can include more than 7 references (the answer would be ‘no’).

You are expected to have a good understanding of how to use information from external sources, and to provide in-text citations. Your tutorial in academic skills includes guidance on this (and most of you will also have developed skills in BDES1011). Use APA-style citations for this assignment. See https://libguides.library.usyd.edu.au/citation for more information on referencing style.

If you are using referencing software or Google Scholar to get citations, check that the citations are actually correct.

If you cite something, you are indicating that you have read it. Make sure that you read your sources!

In the topic list on the next page, an article is suggested for each topic as a starting point. This is merely intended to help you start looking into the topic, and you do not necessarily need to use it as one of your sources (if you find other, more informative, ones that better support your review). However, you should include it if it contributes to the ideas presented in your report.

TOPICS

In what ways can lighting in exhibition buildings be sustainable?

Suggestion: De Graaf, T., Dessouky, M., & Müller, H. F. (2014). Sustainable lighting of museum buildings. Renewable Energy, 67, 30-34.

Aural diversity recognises that people experience sound and acoustic environments differently. How can architectural design support the aural diversity of people?

Suggestion: Renel, W. (2018). 'Auraldiversity': Defining a hearing-centred perspective to socially equitable design of the built environment. Built Environment, 44(1), 36-51.

Is there an association between ‘warm’ lighting and thermal warmth?

Suggestion: Brambilla, A., Hu, W., Samangouei, R., Cadorin, R., & Davis, W. (2020). How correlated colour

temperature manipulates human thermal perception and comfort. Building and Environment, 177, 106929.

Discuss how blind and low-vision people can use acoustics for place-finding, and how the design of the built environment can better support this.

Suggestion: Thaler, L., & Goodale, M. A. (2016). Echolocation in humans: an overview. Wiley Interdisciplinary

Reviews: Cognitive Science, 7(6), 382-393.

How can lighting improve safety and the perception of safety in the built environment?

Suggestion: Boomsma, C., & Steg, L. (2014). Feeling safe in the dark: Examining the effect of entrapment,

lighting levels, and gender on feelings of safety and lighting policy acceptability. Environment and Behavior, 46(2), 193-212.

What are the roles of sound in detention institutions (prisons and similar)?

Suggestion: Rice, T. (2016). Sounds inside: Prison, prisoners and acoustical agency. Sound Studies, 2(1), 6-20.

How can lighting design in museums and galleries improve the appreciation of exhibits and artworks?

Suggestion: Pelowski, M., Graser, A., Specker, E., Forster, M., von Hinüber, J., & Leder, H. (2019). Does gallery lighting really have an impact on appreciation of art? An ecologically valid study of lighting changes and the assessment and emotional experience with representational and abstract paintings. Frontiers in Psychology, 10, 482539.

Classroom acoustics involves multiple needs – including voice support for talkers and intelligibility for listeners. Discuss the evidence for these needs and principles of good design.

Suggestion: Gheller, F., Lovo, E., Arsie, A., & Bovo, R. (2020). Classroom acoustics: Listening problems in children. Building Acoustics, 27(1), 47-59.

ASSESSMENT CRITERIA

BASIC REQUIREMENTS

This assignment has simple requirements (e.g., selection of topic, number of words, 5-7 references etc, as expressed in the previous pages), which your submission should meet. If it does not meet these requirements, this will detract from the marks. However, it is expected that all submissions will meet the requirements.

Note that you are expected to use in-text citation appropriately. This part of the marking criteria, but more importantly it is an academic integrity requirement.

Make sure that you adhere to the University’s academic integrity requirements (don’t plagiarise, don’t fabricate, don’t generate or edit text automatically, etc).

QUALITY OF WORK

Assuming that your submission meets the requirements, it is assessed on the following quality of work criteria:

1.    Quality, appropriateness and use of references /7

2.    Well-structured writing, with an orderly development of ideas /7

3.    Clarity of expression /7

4.    Correct interpretation of information from your sources /7

5.    Insightful synthesis of concepts (bringing ideas together, rather than simply listing the ideas) /7

If a submitted report is too long, the marker may restrict their assessment to the first section of the assignment, up to the word limit.