Outline

Overview

The ability to work across interdisciplinary boundaries is a crucial skill for tackling problems in our modern world. With quantitative modelling becoming widespread across industry and traditionally qualitative sciences, physicists have a crucial role to play in applying their expertise broadly. In this unit, you will gain an appreciation for the unique skills and ways of thinking that have allowed physicists to contribute to a wide range of real-world problems. This unit contains two components: (i) a lecture and interactive problem-based group-tutorial component on interdisciplinary physics, complex systems, and artificial intelligence, and (ii) an interdisciplinary project-based component. For the project component you will work in small interdisciplinary groups, including students from other 3888 units, to tackle a real-world interdisciplinary problem. Through project-based learning, you will learn to leverage the diverse skills represented in your team, and develop skills in experimental measurement, numerical processing, and statistical modelling. Skills in identifying and solving problems, collecting and analysing data, and communicating your findings to diverse audiences are highly valued in modern research and by employers. In Semester 1 the majority of students will partner with DATA3888 peers to build a real-time brain-machine interface that uses machine-learning techniques to extract meaningful patterns from live physiological measurements. For example, using human brain or eye activity to control computer software (e.g., a simple game). In Semester 2 the majority of students will partner with CHEM3888 peers to propose, develop and analyse solutions to challenges in medical imaging, precision sensing or quantum information science using the principles of nuclear magnetic resonance (e.g., What innovations are required to make magnetic resonance imaging more broadly accessible?). In both semesters a limited number of places are offered in Interdisciplinary Special Projects where students work with leading researchers from the School of Physics and another discipline on cutting-edge interdisciplinary research.

Unit details and rules

Academic unit	Physics Academic Operations
Credit points	6
Prerequisites ?	(PHYS2011 or PHYS2911 or PHYS2921) and (PHYS2012 or PHYS2912 or PHYS2922)
Corequisites ?	None
Prohibitions ?	PHYS3941 or PHYS3991
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	John Bartholomew, john.bartholomew@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Computational assignment Solve interdisciplinary computational problems	10%	Multiple weeks	See Canvas for details	AI allowed
Outcomes assessed:
Contribution	Team work evaluation Contribution to the group: Weekly group research progress updates and planning (W2 - W13); Peer and self assessment, and reflections	25%	Multiple weeks	See Canvas for details.	AI allowed
Outcomes assessed:
Presentation	Oral presentation Project pitch presentation for general scientific audience.	15%	Week 06 Due date: 10 Sep 2025 at 12:00 Closing date: 24 Sep 2025	5 minutes. See Canvas for details.	AI allowed
Outcomes assessed:
Written test ?	Disciplinary component test Evaluation of numerical and theoretical skills	20%	Week 08 Due date: 23 Sep 2025 at 10:00	1.5 hours	AI prohibited
Outcomes assessed:
Written work	Project report Final project report and video summary.	30%	Week 13 Due date: 04 Nov 2025 at 23:59 Closing date: 11 Nov 2025	2500 word report. 3 minute video.	AI allowed
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Computational lab quizzes: Students must submit completed versions of the computer tutorial quizzes in Weeks 2–6.
Discipinary component test: In this in-semester test, students will be tested on their knowledge of the lecture and computer lab material, including their ability to use their numerical skills to solve real-world problems. This test is a hurdle task: the test must be attempted & a mark recorded otherwise the student will receive an AF grade”.
Oral presentation: In Week 6 students must outline their project plan in a way that is accessible to a general scientific audience.
Final project report: The group report summarises the outcomes from the group interdisciplinary project in both written and video formats.
Reflection tasks: Reflection tasks assess the student’s interaction and insight into interdisciplinary project work.
Self/peer evaluation: Students are assessed on their continuity of contributions to the group interdisciplinary project.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	At HD level, you achieve the unit learning outcomes to an exceptional standard. A ‘High Distinction’ reflects your exceptional ability to apply comprehensive knowledge, analytical, communication, and collaborative skills in diverse contexts to synthesise multiple advanced insights and produce original solutions for highly complex problems.
Distinction	75 - 84	At D level, you achieve the unit learning outcomes to an excellent standard. A ‘Distinction’ reflects your excellent ability to apply well-developed knowledge, analytical, communication, and collaborative skills in diverse contexts to synthesise multiple insights to produce original solutions for complex problems.
Credit	65 - 74	At CR level, you achieve the unit learning outcomes to a good standard. A ‘Credit’ reflects your ability to apply broad knowledge, analytical, communication, and collaborative skills in a variety of contexts to synthesise insights and produce adequate solutions for routine problems.
Pass	50 - 64	At PS level, you achieve the unit learning outcomes to a proficient standard. A ‘Pass’ reflects your ability to apply threshold knowledge, analytical, communication, and collaborative skills in some but not all contexts to combine insights and produce basic solutions for routine problems.
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Project workshops: Group work (W2), Cultural competency (W3), Scientific communication (W4), & Scientific writing (W8).	Workshop (2 hr)
	Interdisciplinary physics lectures (W1–6)	Lecture (2 hr)
	Interdisciplinary physics computer lab (W2–6)	Computer laboratory (2 hr)
Weekly	Interdisciplinary Group Project laboratory (Partnering with CHEM3888 or Interdisciplinary Special Project Group)	Science laboratory (3 hr)

Attendance and class requirements

5% of the Team Work Contribution mark is your contribution to your interdisciplinary group’s Weekly Project progress Update (10 x 0.5% for Weeks 3-12). Your attendance and engagement at your project consultations are required to gain the 0.5% mark each week.

Attendance and engagement with the 4 Workshops (see Canvas for details) are also strongly encouraged.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. understand how physics knowledge and techniques can be used to solve interdisciplinary problems
LO2. analyse, simulate, and model real-world data using statistical and numerical modelling techniques
LO3. collaborate in groups, both within and across disciplinary boundaries, to design and implement a solution to a real-world problem
LO4. demonstrate integrity, confidence, accountability, and resilience in managing challenges, both individually and in teams
LO5. communicate project outcomes effectively to a broad audience.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Thank you for the thoughtful feedback, both in the USS and provided directly to teaching staff. We had almost a 50% response rate, which provides a great cross section of experiences and will help us to improve this course for future years. Many comments indicated that students enjoyed the open ended, exploratory project that gave scope for creativity as well as critical analysis. The consultations with PHYS3888 staff were highly valued and many students reported positive experiences with the collaborative group work. Overall the comments indicated that the Scientific writing and Science Communication workshops were the most valuable. For some students, however, there was a desire for more structure and support. Some students found group work challenging and were frustrated by the variation in engagement of their team mates. We will continue to improve on providing a supporting framework for the project, while still leaving the space for that creativity and open ended learning. In particular we will focus on support in the initial project conception stage, identifying group challenges early on, and providing increased communication about the expectations for the interdisciplinary assessments. In general, the comments indicated that the Group work and Cultural competency workshops could be more engaging and relevant. We will explore options for redesigning these workshops to incorporate increased information on academic and industry relevant research skills. The Interdisciplinary Special Projects were also well received and we are exploring opportunities to give more students access to these research projects. We are conscious that there is room for improvement including increasing support for small groups, and effective communication between ISP supervisors and students and PHYS3888 teaching staff. We aim to improve these aspects. There were also several comments related to the disciplinary component of the course. In particular, students highlighted the seeming lack of cohesion between disciplinary and interdisciplinary content. This is inevitable given the diverse projects completed by the PHYS3888 cohort but we will continue to explore opportunities for building links between lectures and projects in 2025.

Additional information

The School of Physics recognises that biases and discrimination, including but not limited to those based on gender, race, sexual orientation, gender identity, religion and age, continue to impact parts of our community disproportionately. Consequently, the School is strongly committed to taking effective steps to make our environment supportive and inclusive and one that provides equity of access and opportunity for everyone.

The School has three Equity Officers as a point of contact for students and staff who may have a query or concern about any issues relating to equity, access and diversity. If you feel you have been treated unfairly, bullied, discriminated against or disadvantaged in any way, you are encouraged to talk to one of the Equity Officers or any member of the Physics staff.

More information can be found at https://sydney.edu.au/science/schools/school-of-physics/equity-access-diversity.html

Any student who feels they may need a special accommodation based on the impact of a disability should contact Disability Services:

http://sydney.edu.au/current_students/disability/ who can help arrange support.

Work, health and safety

We are governed by the Work Health and Safety Act 2011, Work Health and Safety Regulation 2011 and Codes of Practice. Penalties for non-compliance have increased. Everyone has a responsibility for health and safety at work. The University’s Work Health and Safety policy explains the responsibilities and expectations of workers and others, and the procedures for managing WHS risks associated with University activities.

General Laboratory Safety Rules

No eating or drinking is allowed in any laboratory under any circumstances
Closed-toe shoes are mandatory
Follow safety instructions in your manual, posted in laboratories, and from staff
In case of fire, follow instructions posted outside the laboratory door
First aid kits, eye wash and fire extinguishers are located in or immediately outside each laboratory
As a precautionary measure, it is recommended that you have a current tetanus immunisation. This can be obtained from University Health Service: unihealth.usyd.edu.au/

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links

PHYS3888: Physics Interdisciplinary Project

Semester 2, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Work, health and safety

Disclaimer

On this page

Useful links