PHYS1160

INTRODUCTION TO ASTRONOMY

School of Physics

Faculty of Science

Assessment Information

This document is the definitive source for information about the assessments for

PHYS1160. It supersedes any information on the Moodle site, in videos, etc.

If you need clarification of anything here, please first check the Frequently Asked

Questions, Course Forum, and Discord Server on the Moodle site.

Note that all specific due dates are in the Course Outline. All assessments are submitted

on Moodle.

Use of Artificial Intelligence

You may use Artificial Intelligence software such as ChatGPT to assist you with the short report and written

assessment, without attribution (i.e., you don’t need to indicate in your report that you have used this

software). However, please do not use this as a substitute for learning the material, since otherwise you will

gain little from doing the course. If your report looks like a bunch of paragraphs from ChatGPT with little

coherent narrative, it is unlikely to receive a good mark.

What sort of references are appropriate?

The short report and written assessments require you to list references for the information you include.

Ideally, these references would be to scholarly articles in journals such as The Astrophysical Journal, Nature,

Science, Publications of the Astronomical Society of Australia, or Monthly Notices of the Royal Astronomical

Society. You can search for such articles using the NASA database at https://ui.adsabs.harvard.edu/. Simple

searches with Google tend to find more popular articles and Wikipedia entries, which can be useful to get

you started, but these aren’t primary sources – including some of them is OK, but it is a red flag if all your

references come from the first page of a Google search.

When should I use a reference?

Basically, any time you are making what appears to be a factual statement you should include a reference to

where the information came from, e.g., “The Milky Way Galaxy is 30 kpc in diameter and our Sun is 9 kpc

from the centre (Lindhoven and Smith, 2018)”, and in your reference list at the end:

Lindhoven, A. B, Smith, X. Y., 2018, ApJ, 123, 23-35, doi:10.1122/5.66334.

You can also use the UNSW guide to how to cite using the Harvard referencing method:

https://www.student.unsw.edu.au/how-do-i-cite.

Not including references to a short sentence added as a direct quotation, or in support of a factual

statement paraphrased from a larger text is considered plagiarism and will be investigated further.

Late submission policy

Students who submit any of their assessments late (except the quizzes, which cannot be attempted after the

due time) will receive a penalty of 5%/day late.

Submissions 5+ days late (120 hours past the deadline) will not be marked.

Extensions

Course staff do not approve extensions, these are only available through the formal special consideration

process https://specialconsideration.unsw.edu.au/.

If you are having problems getting the quizzes or assignments completed due to some factor please reach

out to course staff at the time as we may be able to help. Do not wait until the end of term.

Summary of assessment and alignment to learning outcomes

Assessments

Learning Objective Quizzes Short report Experiment Written assessment

Describe key concepts in astronomy and astrobiology,

including the formation of stars, planets, and galaxies;

the history of life on Earth; and the beginning and

ultimate fate of the Universe

X X X X

Synthesise multiple scientific perspectives to

distinguish between scientific fact and pseudoscience

X

Search appropriate literature to identify and explain

supporting evidence for or against scientific claims

X

X

Justify how, using experimental techniques (such as

simple data analysis), astrophysical phenomena can be

observed and used to demonstrate our understanding

of the Universe

X

Communicate concepts in astronomy accurately in

written and verbal forms and at an appropriate level for

general audiences

X

Quizzes

Testing your understanding is a vital component to learning. It helps you gauge what you have learned and

where there are gaps in your knowledge. In most weeks, you will have a quiz to complete on Moodle. These

quizzes are comprised of multiple-choice questions that will test your conceptual understanding of the

material.

The quizzes are worth 10% of the final grade of the course. If there is any discrepancy between percentages

and deadlines between this document and the Course Outline, then the Course Outline takes precedence.

Short report

The short report has been designed to help you develop skills, learn the course material, and prepare you for

the written assessment later in the term.

You will develop your communication and research skills as you respond to given stimuli.

There is no specific format for the short report. The length (maximum allowed word count) of the short

report is given below. You should write concisely and ensure you satisfy the rubric criteria (outlined below).

You may include figures, where necessary, and you must include appropriate referencing. The usual rules on

attribution and plagiarism apply to these short reports. If you plagiarise, the procedures that apply are

outlined in UNSW’s Plagiarism Policy (https://www.student.unsw.edu.au/plagiarism).

You can submit the report as Word DOCX file, PDF (with readable text, not embedded in images), OpenOffice

ODT, or PowerPoint PPTX.

The short report is due 11:59 PM AEST/AEDT FRIDAY in week 4. The short report is worth 25% of the final

grade of the course. If there is any discrepancy between percentages and deadlines between this document

and the Course Outline, then the Course Outline takes precedence.

The details for the short report are below:

Short report: Choose ONE (1) of the following:

1) Debunking misconceptions and pseudoscience

Task You are expected to research the science relevant to climate change. You are to answer

the question: Why are misconceptions about climate change so prominent, what evidence

is there for climate change, and what can be done about it?

Specific

details

Format: Individual (no group work)

Written (no video, audio, podcasts, etc.)

Length: Up to 3000 words

There is no minimum limit because this is based on the assessment style

that you choose. You must cover a minimum amount of content as per the

rubrics (below).

There is a strict upper word limit (as shown by Word/Adobe PDF, includes

references, title, figure captions, etc).

Submissions outside of this limit will lose marks as outlined in the rubric.

Style Any style that you wish, within reason.

All referencing must be done using Harvard reference style.

You can submit the assessment as a Word DOCX file, PDF (with readable

text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX.

Content Your assessment must:

 (Briefly) Describe common climate change misconceptions.

 Describe evidence for climate change, with specific reference to solar

variability and the impact (if any) that solar variability has on climate.

 Explain how climate change is scientifically linked to a particular

event/occurrence that has happened in a region of your choice (e.g.,

where you currently live, your hometown, etc.). Alternatively, you may

pick one from the list below:

o Great Barrier Reef coral bleaching (https://theconversation.com/the-great- barrier-reef-faces-a-mixed-future-in-acidifying-oceans-54884)

o 2009 Victorian and South Australian bushfires and heatwaves

(https://www.sciencedirect.com/science/article/pii/S1462901114000999)

o Increased droughts across Australia

(http://www.bom.gov.au/climate/current/annual/aus/2019/)

o 2011 loss of Western Australia’s kelp forests

(https://theconversation.com/a-marine-heatwave-has-wiped-out-a-swathe-of- was-undersea-kelp-forest-62042)

o 2019 bitumen melting in NSW

(https://www.smh.com.au/national/nsw/roads-melt-as-temperatures-break- records-across-nsw-20190117-p50s0e.html)

 Explain one or more possible scientific and/or engineering solutions to

climate change.

 Include at least one properly referenced recent relevant

fact/publication/result dating from January 2022.

 Use appropriate referencing in Harvard style.

 Not include plagiarised content (see below).

Plagiarism Plagiarism is extremely important to understand. The UNSW Plagiarism Policy is here

(https://www.student.unsw.edu.au/plagiarism). You should be very familiar with this

policy.

2) Researching new telescopes and missions

Task You are expected to choose a new telescope or mission that began collecting data in the

last 5 years (that means that the mission/telescope could have launched more than 5

years ago but started collecting data in the last 5 years).

Specific

details

Format: Individual (no group work)

Written (no video, audio, podcasts, etc.)

Length: Up to 3000 words

There is no minimum limit because this is based on the assessment style

that you choose. You must cover a minimum amount of content as per the

rubrics (below).

There is a strict upper word limit (as shown by Word/Adobe PDF, includes

references, title, figure captions, etc).

Submissions outside of this limit will lose marks as outlined in the rubric.

Style Any style that you wish, within reason.

All referencing must be done using Harvard reference style.

You can submit the assessment as a Word DOCX file, PDF (with readable

text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX.

Content Your assessment must:

 Describe the background scientific information that places the reason

for the mission or telescope into context.

o What is the gap in knowledge that the mission/telescope was

designed to cover?

 Explain the scientific aims of the mission/telescope, and how they will

be answered (this is related to the first point; the mission/telescope may

not completely fill the gap in current knowledge!)

 Summarise the data that will be gathered by mission/telescope, or the

data that has already been collected.

 Briefly explain how this contributes to current scientific knowledge.

 Include at least one properly referenced recent relevant

fact/publication/result dating from January 2022.

 Use appropriate referencing in Harvard style.

 Not include plagiarised content (see below).

Plagiarism Plagiarism is extremely important to understand. The UNSW Plagiarism Policy is here

(https://www.student.unsw.edu.au/plagiarism). You should be very familiar with this

policy.

Marking criteria: Short Report

Criteria

Level of achievement

5 4 3 2 1 0

Quantity of

scientific

content1

Author expertly

provides thorough

scientific content. At

least one recent result

is included.

The provided is lacking

in thoroughness,

sufficient information is

still included. At least

one recent result is

included.

The information is mostly

relevant, although limited

in scope. Some portion

may not be relevant to the

topic at hand. At least one

recent result is included.

Author has provided limited

information, or significant

portions are not relevant.

One recent result may be

included.

Some component of the

submission is relevant. One

recent result may be

included.

There is no relevant

information included

in the assignment. No

recent result is

included.

Quality and

accuracy of

scientific

information1

All provided

information is accurate

and placed in context.

There are minor

inaccuracies, and/or

may be some minor

issues placing the

information in broader

context.

There are some errors in

the information provided,

but the author understands

the larger context.

There are many errors,

and/or the author has

limited understanding of

the context.

Author has provided some

correct information.

There is no accurate

relevant information.

Structure and

References

Information is

exceptionally clear and

logical. The report is

easy to follow.

All information is

referenced accurately

with in-line references

and Harvard style is

used throughout.

References are from

legitimate sources and

in the style required.

Information is mostly

clear and logical but

can be followed with

minor difficulty.

There is some overuse

or underuse of

referencing, but

references used are

accurate and Harvard

style is used.

References are from

legitimate sources.

Information lacks clarity

and logic but can be

followed with minor

difficulty.

There is some overuse or

underuse of referencing.

The references may have

some minor errors, or

Harvard style is used

inconsistently. References

are from mostly legitimate

sources.

Information is mostly

unclear or illogical and can

be followed with difficulty.

There are in-line references,

but they do not follow

Harvard style and/or there

are major errors.

References are from

somewhat legitimate

sources.

Information is unclear and

very difficult to follow.

Insufficient, irrelevant,

and/or inappropriate

references are included.

References are not from

legitimate sources and in

the style required.

Information cannot be

followed and/or lacks

relevance.

References are

irrelevant and

sufficient, or Harvard

style is not used.

References are not

from legitimate

sources.

Length

The report fulfils the length

requirements of the

assignment.

The report is less than 10%

over the maximum length

of the assignment.

The report is more than 10%

but less than 20% over the

length of the assignment.

The report is more

than 20% over the

length of the

assignment.

1 For this criterion, the “Level of achievement” numbers are multiplied by two, i.e., a report judged to be in the “5” column receives a 10.

Astronomy Picture Of the Day (APOD) assessment

Task You will create a written assessment in a format of your choice that communicates

astronomical concepts accurately and at an appropriate level for general audiences.

General audiences should learn the science about a topic in astronomy by reading your

assessment.

You will be allocated multiple unique NASA Astronomy Pictures of the Day (APOD) images

and will need to select one to focus on for your assessment. Note that at times, an APOD

“image” will be a video, in which case you can use the video as the topic of your

assessment and use a representative frame from the video as your “image”. Tutors will

have a list of the images that have been allocated to students and will check that you have

selected one of your allocated images.

Assessments with incorrect images (i.e., images not allocated to you) will not be marked.

In addition to your allocated APOD image, you must also include at least one other image

(researched and selected by you and different to the image you were allocated) that is

closely related to the image you have selected to be the focus of your assessment.

Specific

details

Format: Individual (no group work)

Written (no video, audio, podcasts, etc.)

Length: Up to 3000 words

There is no minimum limit because this is based on the assessment style

that you choose. You must cover a minimum amount of content as per the

rubrics (below).

There is a strict upper word limit (as shown by Word/Adobe PDF, includes

references, title, figure captions, etc).

Submissions outside of this limit will lose marks as outlined in the rubric.

Style Any style that you wish, within reason (i.e., anything written in Klingon is not

acceptable).

This could be a blog post, scientific article (e.g., on sites such as Astrobites,

The Conversation, ABC), poem, poster, etc.

All referencing must be done using Harvard reference style.

You can submit the assessment as a Word DOCX file, PDF (with readable

text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX.

Audience Your audience is the general public regardless of the style that you choose.

Your writing and content level must match the style that you choose and be

suitable and appealing for general audiences (with an interest in astronomy

but little astronomy knowledge).

Content Your assessment must:

 Include the image that you have selected from the ones that were

allocated to you.

 Refer to the selected image in your text. Note that we wish to give you

flexibility in the topic that you write about, so you do not have to focus

narrowly on the single astronomical object in your image. You can write

more broadly, e.g., about the class of objects, although you must link to

topics in the course and briefly discuss the particular object in your

image. There must be a clear link to the image you have chosen and the

focus of your assessment. Think of your image as part of a feature

article in a magazine; the reason the image is there must make sense.

 Include at least one additional image (properly referenced) that is

related to both your selected APOD image and your assessment.

 Focus on and explain the science related to your selected APOD image,

which may include (but not be limited to) if relevant:

o Where the object in the image is usually found,

o Typical size, shape, colour, and composition of the object,

o How such objects form or are made,

o The evolution of such objects,

o Relevant space exploration missions related to the object,

o The significance or relevance of this object to Earth in terms of

historical/cultural/scientific significance (why should people

care about this object?)

The science that you write about must be linked to a topic covered in the

course. Specific scientific details, however, can include further research

but must be understood by a general audience.

 Include at least one properly referenced recent relevant

fact/publication/result dating from January 2022.

 Use appropriate referencing in Harvard style.

 Not include plagiarised content (see below).

Plagiarism Plagiarism is extremely important to understand. The UNSW Plagiarism Policy is here

(https://www.student.unsw.edu.au/plagiarism). You should be very familiar with this

policy.

When using text from any source that you did not write yourself, you must make it very

clear what the source was. The recommended approach for this assessment is to put the

text in quotation marks, with an italic font, and indented. For example:

“[The aardvark] roams over most of the southern two-thirds of the African

continent, avoiding areas that are mainly rocky. A nocturnal feeder, it subsists on

ants and termites, which it will dig out of their hills using its sharp claws and

powerful legs (Smith et al. 2015).”

Any text that is not in quotation marks and not clearly identified in a similar manner to the

above example will be assumed to be written by you. If we find it to be copied from another

source, it will be classed as plagiarism, with consequent penalties.

Grading The assessment is worth 40% of the final grade of the course. If there is any discrepancy

between percentages and deadlines between this document and the Course Outline, then

the Course Outline takes precedence.

PART 1 – ASSESSMENT PLAN (5%)

Due 11:59 PM AEST/AEDT FRIDAY in week 5

You need to submit a plan for your assessment by 11:59 PM Friday in week 5. The plan

must consist of the following:

1. The image you plan to write about,

2. An outline of the style that you plan to write in, including a paragraph of sample

text written by you to give an example of the style that you plan to use, and

3. A description of what you plan to talk about (that is related to the assigned image).

Note that the plan is a distinct phase of the process of writing where you receive

constructive feedback from your tutor, and you cannot simply write the final version and

submit is both as a plan and a final copy.

There is no word count suggestion for the plan: a page, maybe two, is about right.

You should aim to use the same APOD image for your plan and final submissions.

However, if upon receiving feedback on your plan you wish to change images, you can use

a different image for each if they were both allocated to you.

You must submit the plan through Turnitin, which can be accessed on Moodle. You can

resubmit your plan multiple times before the deadline, but not after the deadline has

passed.

Tutor returns plan to student –week 7

PART 2 – FINAL SUBMISSION (35%)

Due 11:59 PM AEST/AEDT FRIDAY in week 9

You must submit a copy of your final version to Turnitin via Moodle by 11:59 PM Friday in

week 9. You can resubmit your final version multiple times before the deadline, but not

after the deadline has passed. Please double-check that you have submitted the right

version of your assessment.

Late submission policy

Students who submit their plan or final late will receive a penalty of 5%/day late.

Submissions 5+ days late (120 hours past the deadline) will not be marked.

Help! QUESTION ANSWER

I got my image, and I don’t

know what to write about!

You can be as creative as you want! On Moodle, we

give some examples of what you could talk about in a

few unique images. Have a look and see if those spark

your curiosity! Try to look for ways to talk about

something that interests you.

I had a look on Moodle, and I

still don’t know what to write

about.

We can’t tell you what to write about, however, if you

have really tried and think you need a new image, get

in touch with us in the relevant forum on Moodle.

I’m not sure if what I’ve chosen

is appropriate.

That’s okay, that’s the whole point of the plan phase!

Your tutor will give you tips if they think you might be

straying away from the point of the assessment.

Can I include pictures in

addition to the one I was

allocated and the second

picture that I must include?

Yes! If they are relevant images, it makes sense in the

context of your assessment, and are properly

referenced.

I am not confident with English

or would just like another

opinion on my assessment.

For extra help, you can go to Studiosity

(https://www.student.unsw.edu.au/feedback-hub).

Submit any piece of draft writing, including essays,

reports, and literature reviews, to the UNSW Studiosity

platform and get personalised feedback from writing

specialists. You will receive fast feedback on your

structure, grammar, language, referencing and more.

You could also try reading your assessment out loud

or giving it to a friend.

Who can I contact for help? You can contact the course facilitator, your tutor, or

post on the Course Forum.

Rubric The following table shows the rubric for marking of the APOD plan (5%)

Criteria Level of achievement2

Exemplary Great Good Solid Progressing Needs work

7 6 5 4 3 2 1 0

Link between image

and focus topic of

assessment

Clearly identifies the focus of

the assessment. Link between

focus and assigned image is

explicit and logical.

Identifies the focus of the

assessment though

interpretation is required.

Link between focus and

assigned image is not

entirely explicit and/or

logical.

Focus of the

assessment is not clear.

Link between focus and

assigned image is not

explicit and/or logical.

Focus of the

assessment is not

clear. Link between

focus and assigned

image is not explicit

and/or logical.

Completeness and

articulation of plan for

assessment

Provides a well-constructed

and thorough plan. Explicitly

and clearly describes intended

style and structure. Includes

sufficient details of content to

be covered.

Provides an adequate plan.

Describes intended style and

structure, includes details of

content to be covered.

Provides a basic plan.

Briefly describes intended

style and structure,

includes some details of

content to be covered.

Provides a minimal plan.

Minimal description of

intended style and

structure and may

include some details of

content to be covered.

Does not provide a

plan. Inadequate

description of

intended style and

structure, and no

details of content to

be covered.

Suitability of

assessment in terms

of structure and

content

Structure is appropriate for the

assessment intent3 and

matches chosen style. Content

is logically linked to course

content but extends this in

unique ways.

Structure is appropriate

for the assessment intent

and generally matches

chosen style. Content is

logically linked to course

content.

Structure is mostly

appropriate for the

assessment intent and

somewhat matches

chosen style. Content is

not logically linked to

course content.

Structure is not

appropriate for the

assessment intent and

does not match

chosen style. Content

is not logically linked

to course content.

Communication skills

demonstrated in

example text

Sample text is engaging,

articulate and clearly

communicates author’s

intent. Clearly matches

chosen style.

Sample text is articulate and

communicates author’s intent.

Matches chosen style.

Sample text is well-written but

includes minor errors and

author’s intent is not clear.

Mostly matches chosen style.

Sample text lacks effort.

Author’s intent is not clear.

Mostly matches chosen

style.

Sample text lacks effort

and includes significant

errors. Author’s intent is

not clear. Rarely

matches chosen style.

Sample text missing

or lacks effort and

includes significant

errors. Author’s intent

is not clear. Does not

match chosen style.

Accuracy of scientific

information4

Associated science is

relevant to assessment5.

Science is detailed and

accurate, with no errors.

Associated science is relevant

to assessment. Science is

detailed and accurate, with

minimal errors.

Science is mainly accurate,

with some errors.

Science has some errors. Science has some

errors.

Science is mainly

inaccurate.

2 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.

3 A written piece to teach general audiences scientific concepts.

4 Science, in this case, is conveyed through the concepts in the plan and the example text.

5 This is background science that sets up the “narrative” of your assessment and allows a general audience to understand.

Rubric The following table shows the rubric for marking the final (35%)

Criteria Level of achievement6

Exemplary Great Good Solid Progressing Needs work

10 9 8 7 6 5 4 3 2 1 0

Co m m un ic at io n

sk ills

Length

Fulfils length

requirements.

<10% over

maximum.

10-20% over

maximum.

More than 20% over

maximum.

Structure

Structure matches

the intended style

and is clearly

logical.

Structure matches the intended style and is

mostly logical.

Structure does not quite

match the intended style

and/or is mostly illogical.

Structure does not

match the intended

style and/or is highly

illogical.

Writing style

Writing is engaging

and matches

intended style.

Ideas are

expressed

succinctly and

efficiently. Author’s

purpose is explicit.

Writing is somewhat engaging and generally

matches intended style. Ideas expressed are

understood by reader. Author’s purpose is

mostly clear.

Writing is not very engaging

and generally does not match

intended style. Ideas

expressed require

interpretation by reader.

Author’s purpose is not clear.

Writing is not

engaging and does

not match intended

style. Ideas

expressed require

interpretation by

reader. Author’s

purpose is not clear

or absent.

Di sc ip lin e

kn ow le dg e

Quantity of science

content

Scientific

description of the

image and other

associated topics is

thorough and

coherent. Science

encompasses other

topics in unique

ways to enhance

scientific

understanding. At

least one recent

result is included.

Scientific

description of the

image and other

associated topics is

mostly thorough

and coherent.

Science

encompasses other

topics to enhance

scientific

understanding. At

least one recent

result is included.

Scientific

description of the

image and other

associated topics is

sufficient and

coherent. Science

encompasses other

topics that

generally enhances

scientific

understanding. At

least one recent

result is included.

Scientific description of the image and other

associated topics is adequate. Science may

encompass other topics that somewhat

enhances scientific understanding. At least one

recent result is included.

Scientific description of the

image and other associated

topics is not thorough and/or

coherent. Science does not

encompass other topics that

enhances scientific

understanding. One recent

result may be included.

Scientific description

of the image and

other associated

topics is not

sufficient. Science

does not encompass

other topics that

enhances scientific

understanding. No

recent result is

included.

6 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.

Science accuracy Science is logical

and factually

correct, with no

errors. Author

clearly has a deep

knowledge of the

subject.

Science is logical

and factually

correct, with no

errors. Author

clearly has

knowledge of the

subject.

Science is factually

correct, with no

errors. Author

clearly has

knowledge of the

subject.

Science is mostly factually correct, with some

errors. Author has some knowledge of the

subject.

Science is mostly factually

correct, with many errors.

Author has minimal

knowledge of the subject.

Science is factually

incorrect, with many

errors. Author has

limited knowledge of

the subject.

Science relevance

Science is clearly

related to course

content but

expands on relevant

topics. Explicit,

direct scientific

links are made to

assigned image.

Scientific depth is

appropriate for a

general audience.

Science is related

to course content

but expands on

relevant topics.

Direct scientific

links are made to

assigned image.

Scientific depth is

appropriate for a

general audience.

Science is related

to course content

but expands on

relevant topics.

Direct scientific

links are made to

assigned image.

Scientific depth is

appropriate for a

general audience.

Science is mostly related to course content and

does not expand on relevant topics. Scientific

links are made to assigned image. Scientific

depth is mostly appropriate for a general

audience.

Science is somewhat related

to course content and does

not expand on relevant topics.

Some scientific links are made

to assigned image. Scientific

depth is mostly inappropriate

for a general audience.

Science is not related

to course content. No

scientific links are

made to assigned

image. Scientific

depth is inappropriate

for a general

audience.

Additional images

At least one

additional

researched image

is appropriate,

relevant, and

explicitly and

expertly linked to

the content

covered. The image

clearly supports the

points made in the

assessment.

At least one additional researched image is

generally appropriate, relevant, and linked to the

content covered. The image supports the

points made in the assessment.

At least one additional

researched image is mostly

appropriate, and mostly linked

to the content covered. The

image mostly supports the

points made in the

assessment.

At least one

additional researched

image is not

appropriate, and not

linked to the content

covered. The image

does not support the

points made in the

assessment.

Li te ra cy

k no w le dg e

References

All information is

accurately

referenced.

References

integrated into the

text to support the

point. No overuse

of referencing.

Consistent

referencing style in

the style required.

All information is accurately referenced.

References integrated into the text to support

the point. Some overuse of referencing and/or

inconsistent referencing style used in the style

required.

Minimal referencing and/or

incorrect referencing.

References are overused

and/or little consistency in

referencing style in the style

required.

No

referencing/copied

and pasted text, or

careless use of

referencing with

significant errors and

no consistency in

referencing style.

Experiments

Task You will complete one of the following experiments and create a short video discussing your results. For your submission to Moodle, you must submit the following:

1. Preliminary results (worth 5% of your total mark) to the relevant link on Moodle.

Details for what constitutes preliminary results for each experiment is detailed in

each experiment description below.

2. A video (worth 20% of your total mark) of up to 5 minutes (300 seconds) in length

as your main assessment submission to Moodle that details the results of your

experiment and answers specific questions. What you must include in each video

is detailed in the experiment descriptions below.

The experiment details are below, and cover these areas:

1) Understanding the Solar System,

2) Hertzsprung-Russell Diagrams of Star Clusters, and

3) Classifying Galaxies.

You cannot change the experiment after you submit preliminary results; the experiment is

purposefully scheduled later in the term, so you have time to decide which experiment you

want to complete.

Specific

details

Format: Individual (no group work)

Preliminary Results: Written (no video, audio, podcasts, etc.)

Final: Video (no written submissions)

Length: Preliminary Results: No limit

Final: Up to 5 minutes

There is no minimum limit. There is a strict upper time limit. Submissions

outside of this limit will lose marks as outlined in the rubric.

Style Preliminary Results: Any style that you wish, within reason.

Final: Any style you wish, within reason.

All referencing must be done using Harvard reference style.

You can submit the preliminary results as a Word DOCX file, PDF (with

readable text, not embedded in images), OpenOffice ODT, or PowerPoint

PPTX. You can submit the video as a link to a YouTube video or OneDrive

folder.

Audience Your audience are the course staff. You are to explain your results and the

answers to the questions outlined in each experiment.

Content As outlined below and in each experiment.

Plagiarism Plagiarism is extremely important to understand. The UNSW Plagiarism Policy is here

(https://www.student.unsw.edu.au/plagiarism). You should be very familiar with this

policy.

Grading The assessment is worth 25% of the final grade of the course.

PART 1 – PRELIMINARY RESULTS (5%)

Due 11:59 PM AEST/AEDT FRIDAY in week 7

The requirements of the preliminary results submission are below. Your submission must:

 Be in a written format (Word, PDF).

 Include referencing if you used information beyond the results of your experiment.

(You do not need to include references if you only used the material from the

experiment.)

 Include the answers to the preliminary questions outlined for your chosen

experiment (below, in this document).

Your preliminary results are graded as follows:

 1 mark:

Fully correct, clear explanations.

 0.75 marks

Mostly correct.

 0.5 marks:

Partially correct.

 0.25 marks

Some correct answers.

 0 marks:

All incorrect.

PART 2 – FINAL SUBMISSION (20%)

Due 11:59 PM AEST/AEDT FRIDAY in week 10

The requirements of the final video submission are below. Your submission must:

 Be hosted somewhere online (YouTube (Unlisted), OneDrive) and the link submitted

on Moodle (the submission page has 2 boxes. In the second box you can submit the

link). Ensure the correct permissions are set on your video so that your tutor can

view it.

 Include referencing if you used information beyond your experiment. (You do not

need to include references if you only used the material from the experiment.)

 Include footage of you presenting your UNSW ID card (or other ID card with your

name in English and photo).

 Include you stating your name and zID to the camera.

 Answers to the questions at the end of your chosen experiment.

 Be no more than 5 minutes long.

 Be of high quality, as per the rubric.

Your final submission is graded as per the rubric below.

Late submission policy

Students who submit their assessment late will receive a penalty of 5%/day late.

Submissions 5+ days late (120 hours past the deadline) will not be marked.

Help! Tips on how to produce high quality videos:

Before recording,

ensure you:

 Have sufficient storage data on your device.

 Have cleaned your camera lens.

 Record in the correct orientation (landscape, not portrait).

While recording,

ensure you:

 Do not cover the microphone or lens with any part of your

body.

 Do not use the zoom on your phone (move the phone closer).

 Tap the screen to focus (or turn on auto focus).

 Use two devices if you can: one for video and another for

audio. Hint: clap at the start of the recording to help you

synchronise the video and audio later.

 Are aware of loud noises where you are filming, including

birds, cars, air conditioners, and wind.

 Have adequate lighting and/or position the device

appropriately.

 Speak slowly and clearly.

After recording,

ensure you:

 Have a video editing application on your device or computer.

 Back up your footage.

 Adhere to the requirements of the submission.

These experiments have been developed based on laboratory exercises run by the University

of Melbourne.

Choose ONE (1) of the following:

Rubric The following table shows the rubric for each of the experiment video submissions.

Criteria

Level of achievement

Exemplary Great Good Solid Progressing Needs work

5 4 3 2 1 0

Delivery Delivery is of exceptional

quality. Speaking is well- paced and engaging,

speaker has excellent

posture, makes eye

contact with the camera,

no noticeable vocalised

pauses, exemplary use of

visual aids if used.

Delivery is of excellent

quality. Speaking is

generally well-paced and

engaging, speaker has

good posture, makes eye

contact with the camera,

few noticeable vocalised

pauses, excellent use of

visual aids if used.

Delivery is of good quality.

Speaking is generally well- paced and is somewhat

engaging, speaker mostly

makes eye contact with the

camera, some noticeable

vocalised pauses, good

use of visual aids if used.

Speaking is sometimes

well-paced but lacks

engagement, speaker

rarely makes eye contact

with the camera, many

noticeable vocalised

pauses, poor readability of

any visual aids used if

used.

Delivery lacks quality. This

could include the speaker

being inaudible, reading

from notes, speaking too

quickly, use of pauses

(“um”, “uh”), poor

readability of any visual

aids used.

Delivery is clearly

unrehearsed and/or of

poor quality. This could

include the speaker being

inaudible, reading from

notes, speaking too

quickly, excessive use of

vocalised pauses (“um”,

“uh”), poor readability of

any visual aids used.

Quality of video

production

Video is of excellent

quality, captures the

person of interest and is

aesthetic, clear, and

steady. Framing and

lighting are of high quality.

Video is of good quality,

captures the person of

interest and is mostly

aesthetic, clear, and

steady. Framing and

lighting are appropriate.

Video captures the person

of interest but lacks quality

(some shaking, poor

framing, poor lighting,

inappropriate

panning/zooming).

Video generally captures

the person of interest but

lacks quality (significant

shaking, poor framing,

poor lighting, inappropriate

panning/zooming).

Video does not capture the

person of interest and/or

lacks quality (severe

shaking, poor framing,

poor lighting, inappropriate

panning/zooming).

Quantity of

scientific

content (/10)

Student thoroughly

provides a sufficient

amount of scientific

content. All questions are

answered thoroughly, and

the results are explained in

exceptional detail.

The provided is lacking in

thoroughness, though a

sufficient amount of

information is still

included. All questions are

answered, and the results

are explained in detail.

The information is mostly

relevant, although limited

in scope. Some portion

may not be relevant to the

topic. Some questions may

be missed or details about

the results not explained

thoroughly.

Student has provided

limited information, or

significant portions of the

submission are not

relevant to the topic. Some

questions may be missed

or details about the results

not explained.

Some component of the

submission is relevant.

Many questions are not

answered or details about

the results not explained.

There is no relevant

information included in the

assignment. Questions are

not answered, and results

are not explained.

Quality and

accuracy of

scientific

information

(/10)

All provided information is

accurate and placed in

context.

There are minor

inaccuracies in fine details,

though most information is

accurate. There may be

some minor issues placing

the information in broader

context.

There are some errors in

the information provided,

but the author appears to

understand the larger

context.

There are many errors in

the information provided,

or the author appears to

have only a limited

understanding of the

context.

The student has provided

some correct information

in some aspect of the

report.

There is no accurate

information relevant to the

assignment.

Structure and

References (if

applicable)

Information is

exceptionally clear and

logical. The video is easy to

follow.

All information is

referenced accurately with

in-line references and

Harvard style is used

throughout. References

are from legitimate

sources and in the style

required.

Information is mostly clear

and logical but can be

followed with minor

difficulty.

There is some overuse or

underuse of referencing,

but references used are

accurate and Harvard style

is used. References are

from legitimate sources.

Information lacks clarity

and logic but can be

followed with minor

difficulty.

There is some overuse or

underuse of referencing.

The references may have

some minor errors, or

Harvard style is used

inconsistently. References

are from mostly legitimate

sources.

Information is unclear and

very difficult to follow.

Insufficient, irrelevant,

and/or inappropriate

references are included.

References are not from

legitimate sources and in

the style required.

Information cannot be

followed and/or lacks

relevance.

References are irrelevant

and sufficient, or Harvard

style is not used.

References are not from

legitimate sources.

Length

The video fulfils the length

requirements of the

assignment.

The video is less than 10%

over the maximum length

of the assignment.

The video is more than 10%

but less than 20% over the

length of the assignment.

The video is more than 20%

over the length of the

assignment.

1) Understanding the Solar System

In this experiment, we will be exploring the Solar System and how the Solar System bodies orbit each other. You have

learned about this in the course, specifically when we discussed Kepler’s laws.

For this experiment, we will be using a PhET simulation. PhET simulations are developed by the University of Colorado

Boulder and can run on your web browser, so, if you have a decent internet connection, you should be able to run it!

To access the Gravity and Orbits simulation, click here (https://phet.colorado.edu/en/simulations/gravity-and-orbits). If

that doesn’t work, access the simulation by copying and pasting this into your browser:

https://phet.colorado.edu/en/simulations/gravity-and-orbits.

When you access the page above, you will get to the page screenshotted below. Click on the play ▶ button circled in red

below.

Once it loads, you will need to choose between either Model or To Scale. Choose Model, as shown below, by clicking on it.

In the settings menu on the right, click the grid, path, and velocity options. Your screen should look like this:

1. Click play to begin the simulation.

a. What is the shape of the orbit of the planet?

b. How many Earth days does it take to complete one orbit?

c. Which planet in our Solar System does this represent?

2. Click the pause

ᆅᆆᆇ button to briefly stop the simulation once a full orbit has completed.

a. Take a screen capture of the orbit. Your screenshot should look similar to the one shown above.

3. Click the rewind

ཀྵཪཫ button to go back to the start of the orbit.

NB: If you’ve changed too many things and want to reset your simulation to its original settings, click the reset

ၳၴၵ

button at the top right of the simulation, next to the Sun and planet set up.

If you accidentally click the reset button at the bottom of the screen, ensure you turn velocity, path, and grid back

on.

4. Change the mass of the planet to whatever mass you like and replay the orbit, pausing when one orbit has been

completed.

a. What happens to its orbit? Describe how the orbit is different to the first case (in Q1).

b. If the orbit is different, why is it different? Use any relevant theories or equations to aid your explanation.

c. Take a screen capture of the orbit.

5. Without changing any settings from Q4, shorten the length of the velocity arrow (also called a vector) by clicking

on the circled v and making the arrow shorter. Ensure that the planet still completes a full orbit.

a. Take a screen capture of the orbit.

b. What is the new orbital period of the planet?

c. How did the shape of the orbit change?

d. Why did it change? Use any relevant theories or equations to aid your explanation.

e. How did the length of the velocity arrow change throughout a full orbit? What does this mean?

f. Which of Kepler’s laws explains this?

6. Without changing any settings from Q5, click the ‘gravity force’ button.

a. Note whether the gravity vector/arrow is the same for the planet and the Sun or whether they are different.

b. Note whether the gravity vector/arrow remains the same length for the duration of the planet’s orbit.

c. Also, note whether the Sun appears to move as the planet orbits.

d. Explain whether you expect the Sun to move, using any relevant theories or equations.

7. Without changing any other settings from Q6, turn gravity force (not gravity!) off. Change the mass of the star to

whatever mass you like and replay the orbit, pausing when one orbit has been completed.

a. What happens to its orbit? Describe how the orbit is different to any other case you’ve seen earlier.

b. If it is different, why is it different? Use any relevant theories or equations to aid your explanation.

c. Take a screen capture of the orbit.

8. Without changing any settings from Q7, click the ‘gravity force’ button.

a. Note whether the gravity vector/arrow is the same for the planet and the Sun or whether they are different.

b. Note whether the gravity vector/arrow remains the same length for the duration of the planet’s orbit.

c. Also, note whether the Sun appears to move as the planet orbits.

d. Explain whether you expect the Sun to move, using any relevant theories or equations.

Preliminary results:

For your preliminary results, you need to submit your screen captures and answers to Questions 1, 2, 4-8 above.

9. Switch to the planet and moon scenario.

a. Does the planet move as the moon orbits?

b. Where (qualitatively, not quantitatively) are the centres of mass in each scenario from Questions 1, 4, and

7? (this is asking about the star-planet centre of mass)

c. How is the planet-moon centre of mass different to the Sun-planet scenarios in Q9b?

10. Switch to the ‘To Scale’ option at the bottom of the app.

Click the Sun-planet scenario. Select ‘path’, ‘grid’, and ‘velocity’.

11. Take the star and planet in the standard configuration to be the Sun and the Earth.

a. When the gridlines are turned on, what is the distance between each marking, in AU? The distance you are

considering is shown in red below.

12. Pick 4 different orbital distances by clicking on the planet and dragging it either horizontally closer or further away

from the Sun. At the top left of the screen, you can change the zoom of the system.

13. Alter the velocity arrow until circular paths are created for each of the planet orbital distances that you chose. Click

the rewind button to make changes until you get it right. Take a screenshot of every orbit that you record.

NB: It doesn’t need to be perfect; it just needs to be very close!

14. Record the time it takes each planet at those orbital distances to complete one orbit, in a table like the one below.

a. Do these results follow Kepler’s third law?

Planet Distance (AU) Orbital Period (days)

15. Using any relevant theories or equations, explain:

a. Which planet in our Solar System do you expect to have the fastest orbital velocity (linear speed)?

b. Which planet would you expect to have the slowest orbital velocity?

c. What is the reason for this?

16. What did you learn in this experiment?

Final video:

In your final video, you need to submit a 5-minute video that addresses the following:

1. What are Kepler’s laws? Define them.

2. Answers to Questions 9, 11.

3. Results in Question 14 and answer to Question 14 a.

4. Questions 15-16.

2) Hertzsprung-Russell Diagrams of Star Clusters

In this experiment, we will be exploring the Hertzsprung-Russell (commonly shortened to “HR”) diagram. HR diagrams are

one of the most useful tools in astronomy because they help us learn a lot about populations of stars.

For this experiment, we will be using the Virtual Educational Observatory (VIREO). You need to download the software to

your computer.

 Note that there are computer system requirements, so please check whether your computer can download and run

the observatory software. If it can’t, you need to pick another experiment.

You can download VIREO from here (http://public.gettysburg.edu/~marschal/clea/Vireo.html).

VIREO is a simulated observatory that allows you to access a database of astronomical data.

1. After opening the program, go to Select File > Login from the menu bar.

a. Type in your name when prompted.

b. Click “OK” and you will see the title screen for the Virtual Educational Observatory. You will be able to select

an exercise, a telescope, or a data analysis tool from the menu bar.

2. Displaying Stored Data for Clusters on a HR diagram:

a. To access the data, on the VIREO title screen, choose from the menu bar Run Exercise > H-R Diagrams of

Star Clusters.

b. The title screen for HR DIAGRAMS OF STAR CLUSTERS should appear briefly. If you wait for about 5

seconds, it will disappear, showing you the control panel of the Virtual Educational Observatory.

c. From the menu bar at the top of this control panel, choose Tools > HR Diagram Analysis.

3. A window labelled Colour-Magnitude Diagram will appear.

a. Click on the File button on the menu bar and choose Load/Plot > Select Cluster Data.

b. A list of clusters for which there is stored data on magnitudes and colours (V magnitudes and B-V colour

indexes).

i. You can choose from this list by double clicking the left mouse button on a choice, and data points

for the stars in that cluster will be plotted on the colour-magnitude diagram in the window, with the

B-V magnitudes for stars in the cluster on the x (horizontal) axis and the V magnitudes on the y

(vertical) axis.

ii. For example, if you select the cluster NGC 752, the plot shown below will appear.

4. Fitting a Zero-Age Main Sequence (ZAMS) to the Cluster Data and Determining Distance with the Distance Modulus:

a. You can plot the ZAMS by going to the menu bar on the Colour-Magnitude window and choosing Tools >

Zero-Age Main Sequence.

b. You should see a green line appear on the plot, such as the plot shown below.

i. Remember, the ZAMS will be offset vertically from the apparent main sequence as it is plotted in

absolute magnitude, rather than apparent magnitude.

c. The slider on the right-hand side allows you to move the ZAMS up and down, which allows you to estimate

the distance modulus.

d. The slider at the bottom accounts for interstellar dust getting in the way of your observations – this can

change the colour that you observe.

i. When fitting the ZAMS, this is fixed, so don’t worry about it for now.

e. Using the right-hand slider, move the ZAMS to get the best fit possible to the data.

i. Remember, to estimate the age, we want to fit the main sequence - a ‘good’ fit then is one where

the green line passes as close to or through as many points on the main sequence as possible.

ii. Remember, the top of the main sequence moves as the cluster ages, so the top part may be poorly

fit.

5. Fitting an Isochrone to determine the age of the cluster:

a. The theoretical shape of an HR diagram of a cluster of stars at a particular age is called an isochrone (iso

= same; chrone = time or age).

i. If you can find the isochrone that best matches the HR diagram of your cluster, you can infer the

age of the stars in the cluster.

b. On the menu bar of the Colour-Magnitude diagram window, call up Tools > Isochrones, and you will see an

isochrone plotted on your HR diagram near the plot of your cluster stars (as a pink line – see below).

c. A small window for setting the isochrone parameters will open nearby, with two sliders labelled Age and

Adjust (B-V), as well as a choice window labelled Metallicity.

i. The three parameters you can adjust are:

1. Log(age/yr) – this affects how old the stars in the isochrones are.

2. Adjust (B – V) – this changes the reddening, which adds in effects of interstellar dust.

3. Metallicity – this refers to the chemical composition of the stars; astronomers call anything

heavier than hydrogen or helium a metal.

ii. By varying the age and reddening, you should be able to fit the isochrones to the data.

1. If you still cannot get a good fit, try changing the Metallicity also.

2. Remember, we are trying to find the age of the cluster by measuring the length of the main

sequence, so the most important thing to fit to is the turn off at the top of the main sequence

– see below for a good fit.

3. Again, a good fit passes through or close to as many points as possible but not necessarily

every point.

4. In our example (NGC 752) there is a dense cluster of sources to the right of the main

sequence, so it is important that our fit passes through those, rather than the data points

at the very top.

6. Choose 8 clusters that have data in VIREO. Retrieve the data from VIREO, analyse the HR diagram, and fill in the

blanks to complete the survey data. You will need to:

a. Plot the apparent magnitude versus the colour for each cluster.

b. Estimate the distance modulus by comparing the data to a ZAMS.

c. Once you have estimated V–MV, you can use the following equation to calculate the distance using the V– MV (note that everything after the number 10 below is the power of the 10).

ቄቀೇషಾೇఱ ቁାଵቅ

d. Estimate the age of the cluster by fitting the main sequence with an Isochrone.

e. Calculate the distance using the distance modulus (V–MV) and equation.

Cluster name Distance

Modulus (V –

MV)

Distance D

(parsecs)

Adjust (B – V) Age (Gyr) Metallicity

Preliminary results:

For your preliminary results, you need to submit your data table from Question 6.

7. Which cluster is the oldest of the ones you chose and how old is it?

8. Which cluster is the youngest of the ones you chose and how young is it?

9. How do the ages of these star clusters compare with the age of the Milky Way?

a. Comment on when you think they form in the lifetime of the Milky Way.

b. Do you think you can draw a strong conclusion with the number of clusters you have fitted?

10. Which cluster is the most distant, and which is the closest?

a. Given that all of these clusters reside within our galaxy, comment on what these clusters tell us about how

big the Milky Way galaxy could be.

11. What did you learn during this experiment?

Final video:

In your final video, you need to submit a 5-minute video that addresses the following:

1. Briefly explain how isochrone and cluster fitting works (not how the VIREO works, but the theory behind the way

that we can do this).

2. Answers to Questions 7-11.

3) Classifying Galaxies

In this experiment, we will be exploring galaxies and the different types of galaxies that we see in the Universe. You’ve

already covered galaxies in the course.

For this experiment, we will be using a website called Galaxy Zoo. Galaxy Zoo is a crowd-sourced astronomy project that

invites people to assist in the morphological classification of large numbers of galaxies. It is an example of citizen science,

as it enlists the help of members of the public to help in scientific research! Galaxy Zoo is part of the Zooniverse, a group

of citizen science projects. We will now use Galaxy Zoo to help categorise some galaxies!

Go to the Galaxy Zoo website by clicking here or copying and pasting this link into your browser:

https://www.zooniverse.org/projects/zookeeper/galaxy-zoo/. When you go to the website, you will see the home page, as

shown below. Click on “Get started”.

A pop-up may appear, updating you on the images used and how to classify. Please read these pop-ups carefully. If they

don’t appear for you, the information is below:

When you have read the above information, you can start classifying galaxies, as shown below.

Below are 9 galaxies.

Galaxy 1

Galaxy 2

Galaxy 3

Galaxy 4

Galaxy 5

Galaxy 6

Galaxy 7

Galaxy 8

Galaxy 9

1. How would you classify the 9 galaxies above?

a. Be specific. Refer to the Hubble Tuning Fork below.

b. Which parts of the Hubble Tuning Fork do these galaxies reside? Give a brief 1-2 sentence explanation for

each. You may need to do more research on how each type of galaxy is classified.

2. Using Galaxy Zoo, classify at least 5 spiral and 5 elliptical galaxies. The specific classification doesn’t matter.

a. Take screenshots of your galaxies and record your classifications.

b. Write 1-2 sentences for each galaxy, describing why you gave it that classification.

Preliminary results:

For your preliminary results, you need to submit your screen captures and answers to Questions 1-2 above.

3. Below are two links to high-resolution images of galaxy clusters. Click on each of them.

Link 1 – the Coma Cluster (https://hubblesite.org/contents/media/images/2008/24/2357-Image.html?news=true)

Link 2 – the Hercules Cluster (http://www.mistisoftware.com/astronomy/Images/HerculesCluster_Combine_2000.jpg)

4. Looking at the two clusters, the Coma and Hercules clusters, identify some spiral galaxies and elliptical galaxies.

a. Identify the main colours common within spiral galaxies.

b. Compare that to the colours seen in elliptical galaxies. Do you think star formation is present in both

spiral and elliptical galaxies?

c. Which group of galaxies do you think are in general older? Explain.

d. Compare the colour of the bulge in spiral galaxies to the colours found in the disk. What might this tell

you about the relative age of the stars in the bulge of a spiral compared to the stars in its disk?

5. Look at a high-resolution picture of NGC 6745, linked here (https://esahubble.org/images/opo0034a/).

a. Comment on where you can see evidence of recently formed young stars, and what that evidence is.

b. What does this tell you about what might happen when galaxies interact?

6. You need to choose three high-resolution galaxy cluster images from this link

(https://www.eso.org/public/images/archive/category/galaxyclusters/?search=galaxy+cluster).

a. Classify 20 galaxies from each cluster and count the number of galaxies that are spiral, elliptical, and

irregular. Record them in a table like the one below.

Cluster Spiral Elliptical Irregular

7. Access the high-resolution image of the Hubble Ultra Deep Field, linked here

(https://esahubble.org/images/heic0611b/).

a. Classify 20 galaxies from the Hubble Ultra Deep Field, and record the number of spiral, elliptical, and

irregular galaxies that are present in the table you created for Q6.

8. Comment on the similarities and differences between the cluster galaxies you classified in Q6 and the Hubble

Ultra Deep Field galaxies you classified in Q7.

a. What implications, if any, does this have on our current understanding of galaxy formation and evolution?

You may need to do further research for this. Explain your answer.

9. If we could take the Hubble Ultra Deep Field image in 10 billion years’ time, what differences might you expect to

see between that image and the current one? Explain your answer.

10. What did you learn in this experiment?

Final video:

In your final video, you need to submit a 5-minute video that addresses the following:

1. Describe our current understanding of galaxy formation and evolution.

2. Answers to Questions 4, 5.

3. Comment on the results from Questions 6 and 7.

4. Answers to Questions 8-10.

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