PHYS1160

INTRODUCTION TO ASTRONOMY

School of Physics

Faculty of Science

Term 1, 2024

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.

It 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://us.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.

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.


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 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 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
C
o
m
m
u
n
ic
a
ti
o
n
s
k
il
ls

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.
D
is
c
ip
li
n
e
k
n
o
w
le
d
g
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.
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.

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

L
it
e
ra
c
y
k
n
o
w
le
d
g
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.
• 0.5 marks: Partially correct.
• 0 marks: Many errors.
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. 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 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 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
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
completed.
a. What happens to its orbit? Describe how the orbit 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, 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 velocity vector/arrow remains the same length for the duration of the planets 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, 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 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, 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 velocity vector/arrow remains the same length for the duration of the planets 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?
c. How is this different to the Sun-planet scenarios above? Use any relevant theories or equations to aid your
explanation.
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?
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).

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.