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英文report代写-PHYS1160
时间：2022-06-23
PHYS1160
INTRODUCTION TO ASTRONOMY
School of Physics
Faculty of Science
Term 2, 2022
Assessment information
Note that all specific due dates are in the Course Outline. All assessments are submitted
on Moodle.
Summary of assessment and alignment to learning outcomes
Assessments
Learning Objective
Assess:
Quizzes
Assess:
Short
reports
Assess:
Exam
Assess:
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
Use experimental techniques to justify how, using
simple experimental techniques, astrophysical
phenomena can be observed and used to demonstrate
our understanding of the Universe
X
Communicate astronomical concepts accurately and at
an appropriate level to general audiences X 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.
Short reports
The short reports used in this course have been purposefully designed to scaffold your skills development and
learning of course material. The short reports, therefore, directly prepare you for the written assessment.
You will develop your communication and research skills as you respond to given stimuli three times
throughout the term. You can see that, as the term progresses, you are given less direction and are expected
to do more independent research.
There is no specific format to the short reports. The expected length of each short report is about 1-2 pages
(more details are 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 outlined in
UNSW’s Plagiarism Policy.
The details for each short report are below and summarised in the table.
Short report 1: Answering questions
In the first short report, you are expected to answer 2 questions provided to you by your tutor. Each question
should be answered in 250 words (around ½ page). The text of your answers should not exceed 1 page, though
your figures may span into the second page. The word count does not include references.
Short report 2: Debunking myths and pseudoscience
In the second short report, in a maximum of 800 words (around 2 pages, with figures, not including references),
you are expected to research the science relevant to climate change. You are to answer the question: Why are
myths about climate change so prominent, and what evidence is there for climate change?
In your response, you must refer to:
• (Briefly) Common climate change myths, such as those outlined here, and why such myths are popular
in society
• Evidence for climate change, with specific reference to solar variability
• 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
o 2009 Victorian and South Australian bushfires and heatwaves
o Increased droughts across Australia
o 2011 loss of Western Australia’s kelp forests
o 2019 bitumen melting in NSW
• Possible scientific solutions to climate change
Short report 3: Researching new telescopes and missions
In the third short report, in a maximum of 800 words (around 2 pages, with figures, not including references),
you are expected to choose a new telescope or mission that commenced/launched in the last 10 years. In this
report, you are to:
• Describe the background scientific information that places the reason for the mission or telescope
into context
• Explain the scientific aims of the mission/telescope, and how they will be answered
• 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
Short report Task Length
1: Answering questions Answer 2 questions provided by tutor 250 words per answer
1 page maximum (of text,
figures can span second page)
References not included in word
count
2: Debunking myths and
pseudoscience
Answer the question: Why are myths about
climate change so prominent, and what
evidence is there for climate change
800 words
2 pages maximum (of text,
figures can span third page)
References not included in word
count
3: Researching new
telescopes and
missions
Research a new telescope or mission that
launched in the last 10 years
800 words
2 pages maximum (of text,
figures can span third page)
References not included in word
count
Marking criteria
Criteria
Level of achievement
5 4 3 2 1 0
Quantity of
scientific
content (x2)
Student thoroughly
provides a sufficient
amount of scientific
content.
The provided is lacking in
thoroughness, though a
sufficient amount of
information is still
included.
The information is mostly
relevant, although limited
in scope. Some portion
may not be relevant to
the topic at hand.
Student has provided
limited information, or
significant portions of
the submission are not
germane to the topic.
Some component of the
submission is relevant.
There is no relevant
information included in
the assignment.
Quality and
accuracy of
scientific
information (x2)
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 Information is presented
clearly and logically. The
report is easy to follow.
Information is presented
in a largely clear fashion.
The report can be
followed with only minor
difficulty.
There is some lack of
clarity or parts of the
report are presented
illogically but the report
can still be followed with
only minor difficulty.
Information is presented
largely in an unclear or
illogical manner. The
report can be followed,
but with difficulty.
The report can only be
followed with significant
difficulty, but the
technical structure of the
submission broadly
follows the stated rules
of the assignment.
The report cannot be
followed, or the structure
does not follow the rules
of the assignment.
Reference All information is
referenced accurately
with in-line references
and the style of
referencing is consistent
throughout.
There is some overuse or
underuse of referencing,
but the references used
are accurate and the
style is consistent
throughout.
There is some overuse or
underuse of referencing.
The references may have
some minor errors, or the
style is inconsistent.
There are in-line
references, but they do
not follow a consistent
style and/or there are
major errors in the
references.
References are included
beyond a token effort, but
almost entirely lack
relevance.
There are no references
beyond a token effort, or
all references are
irrelevant.
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.
Format The submission fully
follows the formatting
requirements of the
assignment.
The submission partially
follows the formatting
requirements, with minor
exceptions.
The submission does not
follow the formatting
requirements.
APOD assessment
Assessment: 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 to 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 image, you must also include at least one other image
(researched and selected by you and different to the any image you were allocated) that is
directly 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 2000 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).
Strict upper limit (does not include references, title, figure captions).
Submissions outside of this limit will lose:
• Up to 10% excess – 10% penalty
• 10%+ up to 20% excess – 15% penalty
• 20%+ up to 30% excess – 25% penalty
• 30%+ excess and above – 30% penalty
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.
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 very 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 has to make sense.
• Include at least one additional image (properly referenced) that is
related to both your selected image and your assessment.
• Focus on and explain the science related to your selected 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.
• References to sources must be in a consistent style. You may choose
the particular referencing style.
• You must not plagiarise (see below).
Plagiarism Plagiarism is extremely important to understand. The UNSW Plagiarism Policy is here. You
should be very familiar with this policy.
In particular, 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.”
[Wikipedia https://en.wikipedia.org/wiki/Aardvark].
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 30% of the final grade of the course.
PART 1 – ASSESSMENT PLAN (5%)
Due by 11:59 PM AEST/AEDT FRIDAY at the end of week 5
You need to submit a plan for your assessment by 11:59 PM FRIDAY at the end of 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 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.
Tutor returns plan to student – by 9AM AEST/AEDT Monday of week 7
PART 2 – FINAL SUBMISSION (25%)
Due 11:59 PM AEST/AEDT FRIDAY at the end of week 9
You must submit a copy of your final version to Turnitin via Moodle by 11:59 PM FRIDAY at
the end of week 9.
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 UNSW Smarthinking.
Smarthinking is an online writing support platform
officially sanctioned by UNSW, where students can
submit drafts of their writing to a Smarthinking tutor or
connect to a Smarthinking tutor in a real-time session
and receive comprehensive feedback on a variety of
writing areas. 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 APOD discussion forum (in the APOD
section on Moodle).
Rubric The following table shows the rubric for marking of the APOD plan (5%) due by 11:59 PM AEST/AEDT FRIDAY end of week 5
Criteria Level of achievement1
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 intent2 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
information
Associated science, if
any, is relevant to
assessment3. Science is
detailed and accurate,
with no errors.
Associated science, if any, is
relevant to assessment.
Science is detailed and
accurate, with minimal errors.
Science is mainly accurate,
with some errors.
Science, if any, has some
errors.
Science, if any, has
some errors.
Science is mainly
inaccurate.
1 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.
2 A written piece to teach general audiences scientific concepts.
3 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 (25%) due by 11:59 PM AEST FRIDAY end of week 9
Criteria Level of achievement4
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
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.
Scientific description of
the image and other
associated topics is
mostly thorough and
coherent. Science
encompasses other
topics to enhance
scientific understanding.
Scientific description of
the image and other
associated topics is
sufficient and coherent.
Science encompasses
other topics that
generally enhances
scientific understanding.
Scientific description of
the image and other
associated topics is
adequate. Science may
encompass other topics
that somewhat
enhances scientific
understanding.
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.
Scientific description of
the image and other
associated topics is not
sufficient. Science does
not encompass other
topics that enhances
scientific understanding.
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.
4 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.
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.
All information is
accurately referenced.
References integrated
into the text to support
the point. Some overuse
of referencing and/or
inconsistent referencing
styles used.
Minimal referencing
and/or incorrect
referencing. References
are overused and/or little
consistency in
referencing style.
No referencing/copied
and pasted text, or
careless use of
referencing with
significant errors and no
consistency in
referencing style.
Final exam
The final exam will be online on Moodle. It will be timed, with 90 minutes allowed for completion. Students have one attempt;
it is expected that students are well prepared, have adequate time and a stable internet connection to allow completion of
the exam. The exam will consist of multiple-choice questions (with single or multiple correct answers) that will be randomly
selected so each student will receive a different set of questions.
The date and time of the final exam will be published on Moodle.
A practice test will be also provided so that students can use to familiarise themselves with the type of questions to expect
in the final exam.
INTRODUCTION TO ASTRONOMY
School of Physics
Faculty of Science
Term 2, 2022
Assessment information
Note that all specific due dates are in the Course Outline. All assessments are submitted
on Moodle.
Summary of assessment and alignment to learning outcomes
Assessments
Learning Objective
Assess:
Quizzes
Assess:
Short
reports
Assess:
Exam
Assess:
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
Use experimental techniques to justify how, using
simple experimental techniques, astrophysical
phenomena can be observed and used to demonstrate
our understanding of the Universe
X
Communicate astronomical concepts accurately and at
an appropriate level to general audiences X 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.
Short reports
The short reports used in this course have been purposefully designed to scaffold your skills development and
learning of course material. The short reports, therefore, directly prepare you for the written assessment.
You will develop your communication and research skills as you respond to given stimuli three times
throughout the term. You can see that, as the term progresses, you are given less direction and are expected
to do more independent research.
There is no specific format to the short reports. The expected length of each short report is about 1-2 pages
(more details are 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 outlined in
UNSW’s Plagiarism Policy.
The details for each short report are below and summarised in the table.
Short report 1: Answering questions
In the first short report, you are expected to answer 2 questions provided to you by your tutor. Each question
should be answered in 250 words (around ½ page). The text of your answers should not exceed 1 page, though
your figures may span into the second page. The word count does not include references.
Short report 2: Debunking myths and pseudoscience
In the second short report, in a maximum of 800 words (around 2 pages, with figures, not including references),
you are expected to research the science relevant to climate change. You are to answer the question: Why are
myths about climate change so prominent, and what evidence is there for climate change?
In your response, you must refer to:
• (Briefly) Common climate change myths, such as those outlined here, and why such myths are popular
in society
• Evidence for climate change, with specific reference to solar variability
• 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
o 2009 Victorian and South Australian bushfires and heatwaves
o Increased droughts across Australia
o 2011 loss of Western Australia’s kelp forests
o 2019 bitumen melting in NSW
• Possible scientific solutions to climate change
Short report 3: Researching new telescopes and missions
In the third short report, in a maximum of 800 words (around 2 pages, with figures, not including references),
you are expected to choose a new telescope or mission that commenced/launched in the last 10 years. In this
report, you are to:
• Describe the background scientific information that places the reason for the mission or telescope
into context
• Explain the scientific aims of the mission/telescope, and how they will be answered
• 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
Short report Task Length
1: Answering questions Answer 2 questions provided by tutor 250 words per answer
1 page maximum (of text,
figures can span second page)
References not included in word
count
2: Debunking myths and
pseudoscience
Answer the question: Why are myths about
climate change so prominent, and what
evidence is there for climate change
800 words
2 pages maximum (of text,
figures can span third page)
References not included in word
count
3: Researching new
telescopes and
missions
Research a new telescope or mission that
launched in the last 10 years
800 words
2 pages maximum (of text,
figures can span third page)
References not included in word
count
Marking criteria
Criteria
Level of achievement
5 4 3 2 1 0
Quantity of
scientific
content (x2)
Student thoroughly
provides a sufficient
amount of scientific
content.
The provided is lacking in
thoroughness, though a
sufficient amount of
information is still
included.
The information is mostly
relevant, although limited
in scope. Some portion
may not be relevant to
the topic at hand.
Student has provided
limited information, or
significant portions of
the submission are not
germane to the topic.
Some component of the
submission is relevant.
There is no relevant
information included in
the assignment.
Quality and
accuracy of
scientific
information (x2)
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 Information is presented
clearly and logically. The
report is easy to follow.
Information is presented
in a largely clear fashion.
The report can be
followed with only minor
difficulty.
There is some lack of
clarity or parts of the
report are presented
illogically but the report
can still be followed with
only minor difficulty.
Information is presented
largely in an unclear or
illogical manner. The
report can be followed,
but with difficulty.
The report can only be
followed with significant
difficulty, but the
technical structure of the
submission broadly
follows the stated rules
of the assignment.
The report cannot be
followed, or the structure
does not follow the rules
of the assignment.
Reference All information is
referenced accurately
with in-line references
and the style of
referencing is consistent
throughout.
There is some overuse or
underuse of referencing,
but the references used
are accurate and the
style is consistent
throughout.
There is some overuse or
underuse of referencing.
The references may have
some minor errors, or the
style is inconsistent.
There are in-line
references, but they do
not follow a consistent
style and/or there are
major errors in the
references.
References are included
beyond a token effort, but
almost entirely lack
relevance.
There are no references
beyond a token effort, or
all references are
irrelevant.
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.
Format The submission fully
follows the formatting
requirements of the
assignment.
The submission partially
follows the formatting
requirements, with minor
exceptions.
The submission does not
follow the formatting
requirements.
APOD assessment
Assessment: 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 to 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 image, you must also include at least one other image
(researched and selected by you and different to the any image you were allocated) that is
directly 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 2000 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).
Strict upper limit (does not include references, title, figure captions).
Submissions outside of this limit will lose:
• Up to 10% excess – 10% penalty
• 10%+ up to 20% excess – 15% penalty
• 20%+ up to 30% excess – 25% penalty
• 30%+ excess and above – 30% penalty
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.
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 very 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 has to make sense.
• Include at least one additional image (properly referenced) that is
related to both your selected image and your assessment.
• Focus on and explain the science related to your selected 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.
• References to sources must be in a consistent style. You may choose
the particular referencing style.
• You must not plagiarise (see below).
Plagiarism Plagiarism is extremely important to understand. The UNSW Plagiarism Policy is here. You
should be very familiar with this policy.
In particular, 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.”
[Wikipedia https://en.wikipedia.org/wiki/Aardvark].
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 30% of the final grade of the course.
PART 1 – ASSESSMENT PLAN (5%)
Due by 11:59 PM AEST/AEDT FRIDAY at the end of week 5
You need to submit a plan for your assessment by 11:59 PM FRIDAY at the end of 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 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.
Tutor returns plan to student – by 9AM AEST/AEDT Monday of week 7
PART 2 – FINAL SUBMISSION (25%)
Due 11:59 PM AEST/AEDT FRIDAY at the end of week 9
You must submit a copy of your final version to Turnitin via Moodle by 11:59 PM FRIDAY at
the end of week 9.
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 UNSW Smarthinking.
Smarthinking is an online writing support platform
officially sanctioned by UNSW, where students can
submit drafts of their writing to a Smarthinking tutor or
connect to a Smarthinking tutor in a real-time session
and receive comprehensive feedback on a variety of
writing areas. 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 APOD discussion forum (in the APOD
section on Moodle).
Rubric The following table shows the rubric for marking of the APOD plan (5%) due by 11:59 PM AEST/AEDT FRIDAY end of week 5
Criteria Level of achievement1
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 intent2 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
information
Associated science, if
any, is relevant to
assessment3. Science is
detailed and accurate,
with no errors.
Associated science, if any, is
relevant to assessment.
Science is detailed and
accurate, with minimal errors.
Science is mainly accurate,
with some errors.
Science, if any, has some
errors.
Science, if any, has
some errors.
Science is mainly
inaccurate.
1 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.
2 A written piece to teach general audiences scientific concepts.
3 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 (25%) due by 11:59 PM AEST FRIDAY end of week 9
Criteria Level of achievement4
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
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.
Scientific description of
the image and other
associated topics is
mostly thorough and
coherent. Science
encompasses other
topics to enhance
scientific understanding.
Scientific description of
the image and other
associated topics is
sufficient and coherent.
Science encompasses
other topics that
generally enhances
scientific understanding.
Scientific description of
the image and other
associated topics is
adequate. Science may
encompass other topics
that somewhat
enhances scientific
understanding.
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.
Scientific description of
the image and other
associated topics is not
sufficient. Science does
not encompass other
topics that enhances
scientific understanding.
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.
4 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.
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.
All information is
accurately referenced.
References integrated
into the text to support
the point. Some overuse
of referencing and/or
inconsistent referencing
styles used.
Minimal referencing
and/or incorrect
referencing. References
are overused and/or little
consistency in
referencing style.
No referencing/copied
and pasted text, or
careless use of
referencing with
significant errors and no
consistency in
referencing style.
Final exam
The final exam will be online on Moodle. It will be timed, with 90 minutes allowed for completion. Students have one attempt;
it is expected that students are well prepared, have adequate time and a stable internet connection to allow completion of
the exam. The exam will consist of multiple-choice questions (with single or multiple correct answers) that will be randomly
selected so each student will receive a different set of questions.
The date and time of the final exam will be published on Moodle.
A practice test will be also provided so that students can use to familiarise themselves with the type of questions to expect
in the final exam.
