Syllabus: Creative Soft Robotics¶
16-480 IDeATe: Creative Soft RoboticsMW 2:00-3:50PMHunt Library A10 (IDeATe Physical Computing Lab)IDeATe Collaborative CourseIDeATe Programs: Soft Technologies, Physical ComputingPrerequisites: none
Course Description¶
Soft robotics is an emerging discipline centered on actuated devices constructed from compliant materials. In this course, students will survey the state of this emerging research then design and fabricate experimental soft systems and kinetic sculptures. Students will be guided through literature search and technical paper analysis to identify opportunities and techniques. The textual study spans contemporary robotics and arts literature. The project component will be research-focused and attempt novel fabrication and design techniques. It will center on fabricating kinetic sculptures with actuators and sensors using silicone rubber cast into 3D-printed and laser-cut molds. The project sequence will culminate in the collaborative design of soft robotic systems which match technical innovation with a human need or artistic expression.
Prerequisites and Enrollment
This course has no formal prerequisites, but students are expected to have senior-level technical skills within their own discipline. If you have any questions concerning prerequisites please contact the instructor. Total enrollment is limited to 12 students, drawn from all departments.
Course Name
This course previously began with a “IDeATe: Special Topics” designation, but is now simply called “IDeATe: Creative Soft Robotics.” It will satisfy minor requirements for IDeATe Soft Technologies or IDeATe Physical Computing as a “collaborative course.”
Detailed Description¶
This experimental seminar brings art and engineering together to explore robots and animate art made from soft materials. The work includes two main tracks: literature study and practical experiments. Students will research, read, present, and critique papers in the emerging field of soft robotics. Together we will identify and review kinetic art projects created on similar themes.
The experimental portion evolves from our literature study, with the aim of identifying techniques to replicate or extend toward creative goals. The objective is development of technique for creative sculptural expression using the methods of soft robotics. The final results will be collected into a final exhibition as works in progress.
This is a collaborative course exploring interdisciplinary practice at the intersection of art and robotics. This exploration is the key aim of IDeATe: we are developing practitioners who can effectively utilize their expert domain knowledge in collaboration with other disciplines. This involves developing both rigorous individual expertise as well as skill with negotiating the vocabularies of other domains. Students will be expected to learn skills from outside their home discipline and teach their own expertise, but more importantly, to develop their abilities to collaborate in diverse groups.
Learning Objectives¶
Upon completion of this course the students will be able to:
Identify major research areas within the emerging discipline of Soft Robotics.
Read and critique academic papers.
Search citation indices to discover academic literature.
Present academic papers and lead discussion.
Identify and critique kinetic art incorporating biomimetic and soft materials.
Collaborate in teams to generate, create, evaluate, and document ideas and projects.
Design molds for casting silicone rubber using 3D-printing and laser-cutting.
Design compliant devices incorporating fluidic actuation, tendon actuation, fluidic sensing, or conventional sensor elements.
Contribute productively to a discussion and critique environment with open responses, constructive criticism, and positive feedback.
Document and reflect upon processes and finished assignments.
It also incorporates the general goals of IDeATe to develop hybrid students with integrated knowledge in technology and arts. This stresses the following general skills:
algorithmic and analytic thinking
end-to-end execution of project concepts
communication through writing, drawing, and speaking
professional preparation
Assessment and Grading¶
Revised for Spring 2025.
This course blends technical literature analysis with hands-on lab exercises and projects. There are no quizzes or exams.
Everybody is assumed to start with an A in the course. If you do the work you will keep it, but failing to fulfill the expectations will cause you to drift downward. The total grade in the course will be weighted approximately 50% for exercises and projects and 50% for research, discussion, and classroom participation.
The principal forms of assessment will be verbal critique, peer commentary, and self-reflection. Each student in this course begins with different experiences, disposition, and goals. There are many possible objectives in each assignment, e.g. studying a published result, developing a new skill, or testing a new process. Different students may choose different emphasis. The critique will center on the self-chosen goals. Sometimes we all learn more from an ambitious failure than a routine success.
Grading in the course is principally based on the documented evidence of fully engaging with the problems.
Most assignments will be graded either complete or no credit based on fulfilling all the defined objectives, which may include analysis, prototyping, documentation, and reflection. Especially good results may earn limited bonus credit.
In general, individual prototypes should meet the physical performance goals. But please note that a well-executed but ultimately unsuccessful idea will still get credit if the failures can be reasonably documented and explained.
Please note if work isn’t documented in photos and video, it didn’t happen; credit is given based on submitted documentation, not hazy memories of an in-person demonstration.
Formal grading is only reviewed and posted at mid-term and the end. Students are expected to submit assignment documentation on an ongoing basis to be available for review, but the hard submission deadlines are actually the last day before Spring Break and the last day of classes.
For team projects, individual scores for a project may vary from the group score based on peer reports and instructor observations.
Please note that unexecused absences may lower your overall grade as per the Attendance policy.
Course Policies¶
Attendance¶
Class participation is an important part of learning in this course and so coming to class on time is mandatory. I will take attendance at each class and three unexcused absences will cause you to lose 10% in your final grade, with an additional 10% for each successive missed class. Unexcused absences during review days will also reduce your individual project grade.
That said, there are many acceptable reasons for students to miss class, including medical needs, job interviews, or religious observances. For each absence, please notify me so we can plan alternate arrangements (in advance except for emergencies).
It is especially important at this time that no one come to class sick (see also Pandemic and Wellness). If for any reason you are not feeling well, please stay home and we’ll work out an alternative.
When in doubt, please let me and your project partners know what is going on, even if only to send a one-line email when you’re not feeling well. With some awareness we can adapt our plans; this is generally considered a good professional practice.
Lateness¶
Revised for Spring 2025.
Please finish your assignments on time; it is enormously disruptive to in-class reviews when work is incomplete or missing. In general, work which misses the in-class review deadline will not be given a rescheduled review, so you will not receive verbal critique or peer assessment. Late work will be credited for grading purposes based solely on submitted documentation.
Late work which misses the documentation review deadline will not receive credit, unless prior authorization is obtained from an instructor and documented in email; verbal authorization is not sufficient.
Please remember that something is always better than nothing. If the review is imminent, please bring whatever prototype you have and submit whatever text, images, and drawings you can rather than do nothing.
Pandemic and Wellness¶
If you become ill for any reason, please do not try to come to class, but let me know and we’ll discuss remote options. If you formally need to quarantine or isolate, please let me know the severity and duration and keep me up to date on changes. If you are too ill to participate even remotely, please let me know as best you can so we can discuss contingencies.
Physical Computing Lab¶
The designated classroom for the course is the IDeATe Physical Computing Lab in Hunt A10. Students will have access to the lab any time outside of scheduled class times via the ID card reader at the door. Please be courteous and refrain from entering during other classes.
Part of taking this course is joining the IDeATe interdisciplinary community. Students with lab access are expected to be a good community member and take responsibility for sharing resources wisely.
All lab users are expected to abide by the Physical Computing Lab Policies. The lab inventory of components and materials is available online at Physical Computing Lab Inventory. The lab usage schedule is online at IDeATe PhysComp Lab Calendar.
IDeATe Facilities¶
The course makes use of the IDeATe fabrication facilities and labs in the lower level of Hunt Library, subject to availability and the current IDeATe policies.
IDeATe laser cutters will be available for trained students. Please see the IDeATe Laser Cutters page for current details on qualification. Qualified students will gain long-term access.
The Mosaic 3D printing system will be operating via an online queue for course-related projects. Resin 3D printing will be available on request.
Currently, the normal library study spaces are operating on a reservation-only system.
The IDeATe facilities are shared student resources and spaces. As such, all members of the IDeATe community are expected to be respectful of the equipment, the spaces, and fellow students and their projects. Always clean up after completing your work, put things back in their correct place, and leave the lab in better condition than you found it.
Individual Support¶
Accommodations for Students with Disabilities¶
If you have a disability and have an accommodations letter from the Disability Resources office, I encourage you to discuss your accommodations and needs with me as early in the semester as possible. I will work with you to ensure that accommodations are provided as appropriate. If you suspect that you may have a disability and would benefit from accommodations but are not yet registered with the Office of Disability Resources, I encourage you to contact them at access@andrew.cmu.edu.
Respect for Diversity¶
It is my intent that students from all diverse backgrounds and perspectives be well served by this course, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways you see to improve equitable treatment of yourself or other students in the course so we can address these questions with clarity.
Student Health and Well-Being¶
Academic life can be unpredictable and potentially very stressful. Please take care of yourself. Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress.
If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is here to help: call 412-268-2922 and visit https://www.cmu.edu/counseling. Consider reaching out to a friend, faculty or family member you trust for help getting connected to the support that can help.
Last updated 2025-01-08.