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PHYS1160-phys1160代写
时间：2023-03-15
PHYS1160
INTRODUCTION TO ASTRONOMY
School of Physics
Faculty of Science
Term 1, 20231
Faculty of Science - Course Outline
1. Information about the course
NB: Some of this information is available on the UNSW Handbook1
Year of delivery 2023
Course Code PHYS1160
Course name Introduction to Astronomy
Academic unit School of Physics
Level of course 1
Units of credit 6 UOC
Session(s) offered Summer Term, Term 1, Term 2, Term 3
Assumed knowledge,
prerequisites or co-
requisites
None
Hours per week
Approximately 15 hours per week of self-directed study. Note that this course is fully
online, so this time is spent engaging with online course resources and completing
assessments.
Number of weeks 10 weeks
Commencement date 13 February 2023
Grading This course uses standard university grading.
Component Details
Lectures
These are available on Moodle and contain a mixture of written material, pre-
recorded videos, and example and practice problems.
Quizzes A series of weekly Moodle quizzes that contain numerical and conceptual problems
for students to test their understanding of course material.
Short Reports You will analyse a provided prompt or scenario and prepare a brief written report.
Written assignment
You will use the knowledge and communication skills you have gained in the
course to write an article based upon a topic provided by the course facilitator.
Final exam
You will use the knowledge and skills you have gained to complete a timed quiz in
the exam period.
1 UNSW Online Handbook: http://www.handbook.unsw.edu.au
1
2. Staff Involved in the Course
Role Name Contact details Consultation
times
Queries
Facilitator
The facilitator is your
main point of contact
during the term
Prof. Michael
Ashley
m.ashley@unsw.edu.au Email to
arrange a time
Course content
Administration
questions
Editor Prof. Michael
Ashley
m.ashley@unsw.edu.au Email to
arrange a time
Administration
questions
Lecturers Dr. Kate Jackson
Dr. Ben Montet
kate.jackson1@unsw.edu.au
b.montet@unsw.edu.au
Email to
arrange a time
Course content
Teaching assistants
(tutors)
Announced on
Moodle
See the first post in the Short
Report forum
Queries related to
marking
Other support staff Zofia Krawczyk
(Mon, Tue)
Layla Zhang (Wed,
Thu, Fri)
physics.ug@unsw.edu.au
Room G06, OMB
Email to
arrange a time
Administration
questions
2
3. Course details
Course description
(Handbook entry)
Is there life beyond the Earth? How common might life be? Millions of dollars are spent by the
Australian government and other countries each year on space exploration, so what do we
actually learn from modern day telescopes and satellites? In this course, students will explore an
introduction to the Universe and the study of astronomy. There is much that is unanswered in
astronomy, and during the course students will venture into current open questions and topics of
active research in astronomy. Students will gain a qualitative introduction to the physics of the
universe from scales ranging to our Solar System and extrasolar planets to the origin and
ultimate fate of the Universe, gaining an understanding and appreciation both of what is known
about the Universe and the techniques scientists use to make discoveries. Students will also gain
experience in effectively communicating knowledge to different audiences and in how to separate
science fact from science fiction.
Topics to be covered include: astronomical techniques, the history of astronomy across cultures,
the Big Bang and beginnings of the Universe, formation and evolution of galaxies, the origin of
life on Earth and search for life elsewhere, stellar structure and evolution, planet formation, black
holes, and compact objects.
Course aims This course is intended primarily as a general education subject with no assumed prior
knowledge. Students wishing to proceed on to PHYS2116 and PHYS3116, or with a good prior
background in physics and astronomy, may instead wish to take PHYS1116 Astrophysics, which
is a more technical version of the subject intended for physics majors and science students.
Student learning
outcomes
At the conclusion of this course students should be able to:
• 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.
• Synthesise multiple scientific perspectives to distinguish between scientific fact and
pseudoscience.
• Search appropriate literature to identify and explain supporting evidence for or against
scientific claims.
• Use experimental techniques to justify how, using simple experimental techniques,
astrophysical phenomena can be observed and used to demonstrate our understanding
of the Universe.
• Communicate astronomical concepts accurately and at an appropriate level to general
audiences.
Graduate attributes developed in this course
Graduate attributes These learning outcomes have been associated with this graduate attribute:
The skills involved in
scholarly enquiry
Synthesise multiple scientific perspectives to distinguish between scientific fact and
pseudoscience.
Search appropriate literature to identify and explain supporting evidence for or against scientific
claims.
The capacity for analytical
and critical thinking and
for creative problem-
solving
Use experimental techniques to justify how, using simple experimental techniques, astrophysical
phenomena can be observed and used to demonstrate our understanding of the Universe.
The ability to engage in
independent and
reflective learning
Search appropriate literature to identify and explain supporting evidence for or against scientific
claims.
Information literacy: the
skills to appropriately
locate, evaluate and use
relevant information
Search appropriate literature to identify and explain supporting evidence for or against scientific
claims.
Communicate astronomical concepts accurately and at an appropriate level to general
audiences.
Relationship to other
courses within the
program
This is a stand-alone course as it is not a required course of any program.
1
Syllabus
Theme 1: What are historical and modern astronomy?
• Lecture 1: What is astronomy?
An introduction into historical and modern astronomy.
• Lecture 2: What physics is important to astronomy?
The basic physics needed for understanding astronomy.
Theme 2: How did the Universe begin?
• Lecture 3: What is cosmology?
An introduction into the beginning of the Universe.
Theme 3: What are galaxies?
• Lecture 4: What are galaxies?
Galaxy types, formation, and evolution.
• Lecture 5: The Milky Way Galaxy
A look into our own home galaxy.
Theme 4: What are stars?
• Lecture 6: What are stars?
The basics of stars, including star formation, stellar evolution, and binaries.
• Lecture 7: What is so special about the Sun?
The Sun’s structure, nuclear fusion in the Sun, and solar activity.
Theme 5: What is the Solar system?
• Lecture 8: What is the Solar system?
An introduction into the Solar system and Solar System bodies.
• Lecture 9: What is the Earth?
A look into the formation and evolution of the Earth.
Theme 6: Is there life in the Solar system?
• Lecture 10: What is life?
An introduction into the necessities for life.
• Lecture 11: Is there life in the Solar system?
A look into the possible locations that life could exist in our own Solar System.
1
Theme 7: What is beyond the Solar system?
• Lecture 12: What is beyond the Solar system?
An introduction into exoplanets and exoplanet detection methods.
Theme 8: Is there life in the Universe?
• Lecture 13: How do we find life on other worlds?
What evidence of life can we detect, and how do we detect it? Where are the best places
to look for life, and what tools do we use?
• Lecture 14: How else can we find life?
An introduction into SETI and AI life.
Theme 9: How does everything end?
• Lecture 15: What are supernovae and stellar remnants?
An introduction to the final objects of stars, how metals permeate the Universe, and a
precursor to the Universe’s end.
• Lecture 16: What are gravitational waves?
An introduction into the 100-year-old theory finally proven correct.
• Lecture 17: How will the Universe end?
A look into what is likely to occur at the end of the Universe, which includes a discussion
on dark matter and energy.
2
4. Rationale and strategies underpinning the course
Teaching strategies This course is entirely online. Each week, students will have videos to watch and course material
to read as part of lectures that look at different concepts in astronomy. In most weeks, students
will complete a short quiz consisting of quantitative and qualitative questions. Feedback for
incorrect answers will be provided. The quizzes (8 in total) contribute 10% to the final grade.
While learning the material, students will be posed problems or scenarios to answer, in the form
of a short report. These written assignments will provide students the opportunity to develop their
reasoning and communication skills. These short reports (2 in total) contribute 30% to the final
grade.
During the course, students will be allocated NASA Astronomy Picture of the Day (APOD)
images. Students will select an image from the ones allocated to them to make the focus of an
original written assessment. This allows students to choose an image related to topics that
interests them and aims to improve students’ research and communication skills. Students will
submit the written piece to Turnitin via Moodle in two phases: a plan worth 5% and the final
assessment worth 25%. Marking will be done by a teaching assistant.
At the end of the course, students will complete a final exam. The final exam is conducted online
at a specified time during the examination period and contributes 30% to the final grade.
Rationale for learning and
teaching in this course
This course aims to expose students to a wide variety of astronomy concepts and engage them
by allowing creativity and the freedom to research their own interests. The rationale behind this
approach is to give students astronomical literacy (i.e., allow them to read and understand a
variety of media about astronomy) and engage their sense of wonder for astronomy by allowing
independent research on a topic of choice. By allowing student-directed assessments, students’
intrinsic motivation to complete the assessment tasks increases. Additionally, students gain vital
research and communication skills that can be applied to future employment situations.
Rationale for assessment
in this course
As this course aims to increase the astronomical literacy and sense of wonder for astronomy of
each student, the capstone assessment for the course is an original written assessment.
Students are assigned multiple NASA APOD images, of which the student chooses one to be the
focus of their assessment. Giving students flexibility in the topic of their assessment allows them
to follow their interests and increases intrinsic motivation. Additionally, students engage their
creativity by formatting the assessment in any style they choose, provided that the information
can be conveyed sufficiently. The skills needed to complete the assessment are scaffolded
during the course by completing three short reports, where students will prepare a short analysis
of a posed question or scenario. Students also submit a plan of the capstone assessment and
get feedback from tutors on their approach.
To ensure astronomical literacy, students will complete astronomy questions based on the
concepts covered in each lecture in weekly quizzes, due most weeks. This prepares students for
the final exam.
3
5. Course schedule
Week Theme Lecture
Assignment and submission dates
(see also 'Assessment tasks &
feedback')
Week 1
What is historical astronomy?
What is modern astronomy?
Lecture 1: What is astronomy?
Week 2 How did the Universe begin?
Lecture 2: What physics is important to astronomy?
Lecture 3: What is cosmology?
Quiz 1
Week 3 What are galaxies?
Lecture 4: What are galaxies?
Lecture 5: The Milky Way Galaxy
Quiz 2
Short Report 1
Week 4 What are stars? Lecture 6: What are stars? Quiz 3
Week 5 What is the Solar system?
Lecture 7: What is so special about the Sun?
Lecture 8: What is the Solar system?
Quiz 4
APOD Assessment Plan
Week 6 Flexibility Week Additional Lecture: Astronomy as a professional practice
Week 7 Is there life in the Solar system?
Lecture 9: What is the Earth?
Lecture 10: What is life?
Lecture 11: Is there life in the Solar system?
Quiz 5
Short Report 2
Week 8 What is beyond the Solar system? Lecture 12: What is beyond the Solar system? Quiz 6
Week 9 Is there life in the Universe?
Lecture 13: How do we find life on other worlds?
Lecture 14: How else can we find life?
Quiz 7
APOD Assessment
Week 10 How will it all end?
Lecture 15: What are supernovae and stellar remnants?
Lecture 16: What are gravitational waves?
Lecture 17: How will the universe end?
Quiz 8
Exam period Final exam
4
6. Assessment tasks and feedback
Task Knowledge & abilities assessed Assessment criteria
% of
total
mark
Date of Feedback
Release Submission2 WHO WHEN HOW
Quizzes
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.
Students need to
correctly answer the
quiz questions.
10% =
2.5%
× 4
At start of
course
Friday (at the
end of most
weeks)
At 11:59 PM
Facilitator
Marks available
after quiz attempt.
Feedback
available after
quiz closes.
Marks and
feedback
provided
in Moodle
quiz.
Short reports
Synthesise multiple scientific perspectives to
distinguish between scientific fact and pseudoscience.
Use simple experimental techniques to show how
astrophysical phenomena can be observed and used to
demonstrate our understanding of the Universe.
Search appropriate literature to identify and explain
supporting evidence for or against scientific claims.
Students need to
respond to a given
question or scenario
and submit a report
to Turnitin
30% =
15% ×
2
At start of
course
3/03/23 (end of
Week 3)
31/03/23 (end of
Week 7)
At 11:59 PM
Tutor
Week 5
Week 9
By Wednesday
Comments
and rubric
in Turnitin3
Written
assessment
Communicate astronomical concepts accurately and at
an appropriate level to general audiences.
This task has 3 parts:
30% =
1. Allocation of APOD
images.
By start of
week 2 Facilitator Moodle
2. Submit a plan of
your assessment.
5%
17/03/23 (end of
Week 5) Tutor Week 7 Comments
and rubric
in Turnitin3
3. Submit your final
assessment. 25%
14/04/23 (end of
Week 9)
At 11:59 PM
Tutor Week 11
Final exam
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.
Students need to
correctly answer the
questions.
30%
Examination
period
Examination
period
Facilitator When requested Via email
2 All times and dates are given for Australian Eastern Standard Time (AEST, Sydney) or Australian Eastern Daylight Time (AEDT, Sydney). If a student is studying from overseas, it is their
responsibility to check that they submit it by the due time.
3 Marking rubrics can be found on the Moodle site for this course.
5
7. Additional resources and support
Textbooks No prescribed text
Required readings Will be made available on Moodle
Additional readings
If students want a textbook for the course (not required), the book The Cosmic
Perspective 7e by Bennett, Donahue, Scheider & Voit. The text can be obtained:
1) From the UNSW Bookshop, 2) Online from Pearson Australia as an eBook
($75), or 3) UNSW library in the High Use Collection or via
https://ebookcentral.proquest.com/lib/unsw/detail.action?docID=5176023 (UNSW
students can read the book on-line for free, or download a chapter).
Recommended internet
sites
Will be made available on Moodle
8. Required equipment, training and enabling skills
Equipment required No equipment is required other than a computer.
Enabling skills training
required to complete this
course
ELISE
It is highly recommended that you complete the Moodle module on academic
integrity before submitting assessments for this course. Plagiarism and contract
cheating have been a problem with previous cohorts. These cases have been
found and acted upon. Please ensure that you are aware of the University’s
expectations around academic integrity.
9. Course evaluation and development
Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to acting on it
constructively wherever possible. This course outline conveys how feedback has helped to shape and develop this course.
Mechanisms of
review
Last review
date
Comments or changes resulting from reviews
Major course
review
T2 2022 This course has undergone a major revision of learning materials and assessments.
T1 2021
In prior terms, an essay was the capstone assessment. This was changed to the
written assessment to increase student motivation and engagement.
One of the assessment items was removed.
myExperience
T2 2021
Following recommendations from students, stricter timelines on providing feedback
for assessment are being implemented.
Other T3 Summer
Smart Sparrow use at UNSW was discontinued. All activities that were hosted in
Smart Sparrow were migrated to Moodle as quizzes.
6
10. Administration matters
Expectations of students
Even though this course is entirely online, the assumption is that students will spend the
same amount of time working on it as a face-to-face first year course. Students should
spend approximately 15 hours a week engaging with the online materials and a similar
amount of time in self-directed study of the subject.
Assignment submissions
All submission times are in Australian Eastern Standard Time (AEST, Sydney) or
Australian Eastern Daylight Time (AEDT).
Penalties for late submission of assessments follow the UNSW policy as follows:
There is a 5% penalty for each day, or part thereof, that the written assessment and short
reports are late (i.e., if you miss the 11:59pm deadline by 1 second, you will have 5%
deducted). Here is an example of how the 5% penalty is calculated: a short report worth
15% of the total assessment for the course will have 15 x 5/100 = 0.6 marks out of 15
subtracted per day late). Submissions 5+ days late (120 hours past the deadline) will not
be marked. This is applied using the time Moodle shows the assignment was submitted
(in Turnitin). Students should submit well in advance of the submission deadline as
Moodle can slow down due to heavy usage at the due time.
Note that you can submit multiple times before the deadline, but once the deadline has
passed, you cannot update your submission. You are strongly advised to submit well in
advance of the deadline to check for word limits, etc. Take particular care to submit the
final version of your assessment and not an earlier draft.
If you experience any difficulty submitting an assignment through Moodle, you
must email a copy of the assignment to the course facilitator before the assignment
is due with a report of what went wrong (so that we can fix it).
Quizzes will be taken and submitted through the Moodle quiz interface. These will be
marked through this system, with scores and feedback provided directly to students
immediately after completing the quiz.
Short reports and the written assignment will be submitted through the Turnitin interface
inside of Moodle. These assignments will be marked by tutors, following a rubric to ensure
consistency across groups, and feedback will be provided to students within ten days of
submission.
If you are not able to submit one of the assessments for reasons beyond your control, you
should submit a special consideration request with supporting documentation. UNSW has
a detailed policy for special considerations, and you should familiarise yourself with it. All
requests are handled centrally – do not contact the course staff or tutors directly.
Occupational health and
safety4
OH&S is very important. Familiarise yourself with any potential risks encountered while
completing this course.
Assessment procedures
UNSW assessment policy5
The UNSW special consideration information can be found here.
Equity and diversity
Those students who have a disability that requires some adjustment in their teaching or
learning environment are encouraged to discuss their study needs with the course
facilitator prior to, or at the commencement of, their course, or with the Equity Officer
(Disability) in the Equity and Diversity Unit (or 9385 4734).
Issues to be discussed may include access to materials, signers or note-takers, the
provision of services and additional exam and assessment arrangements. Early
notification is essential to enable any necessary adjustments to be made.
Student complaint
procedure6
School contact Faculty contact University contact
A. Prof. Elizabeth Angstmann
First Year Physics Director
Deputy Dean Education
A. Prof. Alison Beavis
Student Conduct and Appeals
Officer (SCAO) within the
4 UNSW OHS Home page
5 UNSW Assessment Policy
6 UNSW Student Complaint Procedure
7
e.angstmann@unsw.edu.au
Dr. Peter Reece
Director of Teaching, Physics
p.reece@unsw.edu.au
a.beavis@unsw.edu.au Office of the Pro-Vice-
Chancellor (Students) and
Registrar.
Telephone 02 9385 8515,
email
studentcomplaints@unsw.edu.
au
University Counselling and
Psychological Services7
Tel: 9385 5418
7 University Counselling and Psychological Services
8
11. Academic integrity, referencing and plagiarism
Referencing is a way of acknowledging the sources of information that you use to research your assignments. You
need to provide a reference whenever you draw on someone else's words, ideas or research. Not referencing other
people's work can constitute plagiarism.
Further information about referencing styles can be located here.
Academic integrity is fundamental to success at university. Academic integrity can be defined as a commitment to six
fundamental values in academic pursuits: honesty, trust, fairness, respect, responsibility and courage.8 At UNSW, this
means that your work must be your own, and others’ ideas should be appropriately acknowledged. If you don’t follow
these rules, plagiarism may be detected in your work.
Further information about academic integrity and plagiarism can be located at:
• The Current Students site, and
• The ELISE training site.
The Conduct and Integrity Unit provides further resources to assist you to understand your conduct obligations as a
student.
8 International Center for Academic Integrity, ‘The Fundamental Values of Academic Integrity’, T. Fishman (ed), Clemson University,
2013.
INTRODUCTION TO ASTRONOMY
School of Physics
Faculty of Science
Term 1, 20231
Faculty of Science - Course Outline
1. Information about the course
NB: Some of this information is available on the UNSW Handbook1
Year of delivery 2023
Course Code PHYS1160
Course name Introduction to Astronomy
Academic unit School of Physics
Level of course 1
Units of credit 6 UOC
Session(s) offered Summer Term, Term 1, Term 2, Term 3
Assumed knowledge,
prerequisites or co-
requisites
None
Hours per week
Approximately 15 hours per week of self-directed study. Note that this course is fully
online, so this time is spent engaging with online course resources and completing
assessments.
Number of weeks 10 weeks
Commencement date 13 February 2023
Grading This course uses standard university grading.
Component Details
Lectures
These are available on Moodle and contain a mixture of written material, pre-
recorded videos, and example and practice problems.
Quizzes A series of weekly Moodle quizzes that contain numerical and conceptual problems
for students to test their understanding of course material.
Short Reports You will analyse a provided prompt or scenario and prepare a brief written report.
Written assignment
You will use the knowledge and communication skills you have gained in the
course to write an article based upon a topic provided by the course facilitator.
Final exam
You will use the knowledge and skills you have gained to complete a timed quiz in
the exam period.
1 UNSW Online Handbook: http://www.handbook.unsw.edu.au
1
2. Staff Involved in the Course
Role Name Contact details Consultation
times
Queries
Facilitator
The facilitator is your
main point of contact
during the term
Prof. Michael
Ashley
m.ashley@unsw.edu.au Email to
arrange a time
Course content
Administration
questions
Editor Prof. Michael
Ashley
m.ashley@unsw.edu.au Email to
arrange a time
Administration
questions
Lecturers Dr. Kate Jackson
Dr. Ben Montet
kate.jackson1@unsw.edu.au
b.montet@unsw.edu.au
Email to
arrange a time
Course content
Teaching assistants
(tutors)
Announced on
Moodle
See the first post in the Short
Report forum
Queries related to
marking
Other support staff Zofia Krawczyk
(Mon, Tue)
Layla Zhang (Wed,
Thu, Fri)
physics.ug@unsw.edu.au
Room G06, OMB
Email to
arrange a time
Administration
questions
2
3. Course details
Course description
(Handbook entry)
Is there life beyond the Earth? How common might life be? Millions of dollars are spent by the
Australian government and other countries each year on space exploration, so what do we
actually learn from modern day telescopes and satellites? In this course, students will explore an
introduction to the Universe and the study of astronomy. There is much that is unanswered in
astronomy, and during the course students will venture into current open questions and topics of
active research in astronomy. Students will gain a qualitative introduction to the physics of the
universe from scales ranging to our Solar System and extrasolar planets to the origin and
ultimate fate of the Universe, gaining an understanding and appreciation both of what is known
about the Universe and the techniques scientists use to make discoveries. Students will also gain
experience in effectively communicating knowledge to different audiences and in how to separate
science fact from science fiction.
Topics to be covered include: astronomical techniques, the history of astronomy across cultures,
the Big Bang and beginnings of the Universe, formation and evolution of galaxies, the origin of
life on Earth and search for life elsewhere, stellar structure and evolution, planet formation, black
holes, and compact objects.
Course aims This course is intended primarily as a general education subject with no assumed prior
knowledge. Students wishing to proceed on to PHYS2116 and PHYS3116, or with a good prior
background in physics and astronomy, may instead wish to take PHYS1116 Astrophysics, which
is a more technical version of the subject intended for physics majors and science students.
Student learning
outcomes
At the conclusion of this course students should be able to:
• 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.
• Synthesise multiple scientific perspectives to distinguish between scientific fact and
pseudoscience.
• Search appropriate literature to identify and explain supporting evidence for or against
scientific claims.
• Use experimental techniques to justify how, using simple experimental techniques,
astrophysical phenomena can be observed and used to demonstrate our understanding
of the Universe.
• Communicate astronomical concepts accurately and at an appropriate level to general
audiences.
Graduate attributes developed in this course
Graduate attributes These learning outcomes have been associated with this graduate attribute:
The skills involved in
scholarly enquiry
Synthesise multiple scientific perspectives to distinguish between scientific fact and
pseudoscience.
Search appropriate literature to identify and explain supporting evidence for or against scientific
claims.
The capacity for analytical
and critical thinking and
for creative problem-
solving
Use experimental techniques to justify how, using simple experimental techniques, astrophysical
phenomena can be observed and used to demonstrate our understanding of the Universe.
The ability to engage in
independent and
reflective learning
Search appropriate literature to identify and explain supporting evidence for or against scientific
claims.
Information literacy: the
skills to appropriately
locate, evaluate and use
relevant information
Search appropriate literature to identify and explain supporting evidence for or against scientific
claims.
Communicate astronomical concepts accurately and at an appropriate level to general
audiences.
Relationship to other
courses within the
program
This is a stand-alone course as it is not a required course of any program.
1
Syllabus
Theme 1: What are historical and modern astronomy?
• Lecture 1: What is astronomy?
An introduction into historical and modern astronomy.
• Lecture 2: What physics is important to astronomy?
The basic physics needed for understanding astronomy.
Theme 2: How did the Universe begin?
• Lecture 3: What is cosmology?
An introduction into the beginning of the Universe.
Theme 3: What are galaxies?
• Lecture 4: What are galaxies?
Galaxy types, formation, and evolution.
• Lecture 5: The Milky Way Galaxy
A look into our own home galaxy.
Theme 4: What are stars?
• Lecture 6: What are stars?
The basics of stars, including star formation, stellar evolution, and binaries.
• Lecture 7: What is so special about the Sun?
The Sun’s structure, nuclear fusion in the Sun, and solar activity.
Theme 5: What is the Solar system?
• Lecture 8: What is the Solar system?
An introduction into the Solar system and Solar System bodies.
• Lecture 9: What is the Earth?
A look into the formation and evolution of the Earth.
Theme 6: Is there life in the Solar system?
• Lecture 10: What is life?
An introduction into the necessities for life.
• Lecture 11: Is there life in the Solar system?
A look into the possible locations that life could exist in our own Solar System.
1
Theme 7: What is beyond the Solar system?
• Lecture 12: What is beyond the Solar system?
An introduction into exoplanets and exoplanet detection methods.
Theme 8: Is there life in the Universe?
• Lecture 13: How do we find life on other worlds?
What evidence of life can we detect, and how do we detect it? Where are the best places
to look for life, and what tools do we use?
• Lecture 14: How else can we find life?
An introduction into SETI and AI life.
Theme 9: How does everything end?
• Lecture 15: What are supernovae and stellar remnants?
An introduction to the final objects of stars, how metals permeate the Universe, and a
precursor to the Universe’s end.
• Lecture 16: What are gravitational waves?
An introduction into the 100-year-old theory finally proven correct.
• Lecture 17: How will the Universe end?
A look into what is likely to occur at the end of the Universe, which includes a discussion
on dark matter and energy.
2
4. Rationale and strategies underpinning the course
Teaching strategies This course is entirely online. Each week, students will have videos to watch and course material
to read as part of lectures that look at different concepts in astronomy. In most weeks, students
will complete a short quiz consisting of quantitative and qualitative questions. Feedback for
incorrect answers will be provided. The quizzes (8 in total) contribute 10% to the final grade.
While learning the material, students will be posed problems or scenarios to answer, in the form
of a short report. These written assignments will provide students the opportunity to develop their
reasoning and communication skills. These short reports (2 in total) contribute 30% to the final
grade.
During the course, students will be allocated NASA Astronomy Picture of the Day (APOD)
images. Students will select an image from the ones allocated to them to make the focus of an
original written assessment. This allows students to choose an image related to topics that
interests them and aims to improve students’ research and communication skills. Students will
submit the written piece to Turnitin via Moodle in two phases: a plan worth 5% and the final
assessment worth 25%. Marking will be done by a teaching assistant.
At the end of the course, students will complete a final exam. The final exam is conducted online
at a specified time during the examination period and contributes 30% to the final grade.
Rationale for learning and
teaching in this course
This course aims to expose students to a wide variety of astronomy concepts and engage them
by allowing creativity and the freedom to research their own interests. The rationale behind this
approach is to give students astronomical literacy (i.e., allow them to read and understand a
variety of media about astronomy) and engage their sense of wonder for astronomy by allowing
independent research on a topic of choice. By allowing student-directed assessments, students’
intrinsic motivation to complete the assessment tasks increases. Additionally, students gain vital
research and communication skills that can be applied to future employment situations.
Rationale for assessment
in this course
As this course aims to increase the astronomical literacy and sense of wonder for astronomy of
each student, the capstone assessment for the course is an original written assessment.
Students are assigned multiple NASA APOD images, of which the student chooses one to be the
focus of their assessment. Giving students flexibility in the topic of their assessment allows them
to follow their interests and increases intrinsic motivation. Additionally, students engage their
creativity by formatting the assessment in any style they choose, provided that the information
can be conveyed sufficiently. The skills needed to complete the assessment are scaffolded
during the course by completing three short reports, where students will prepare a short analysis
of a posed question or scenario. Students also submit a plan of the capstone assessment and
get feedback from tutors on their approach.
To ensure astronomical literacy, students will complete astronomy questions based on the
concepts covered in each lecture in weekly quizzes, due most weeks. This prepares students for
the final exam.
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5. Course schedule
Week Theme Lecture
Assignment and submission dates
(see also 'Assessment tasks &
feedback')
Week 1
What is historical astronomy?
What is modern astronomy?
Lecture 1: What is astronomy?
Week 2 How did the Universe begin?
Lecture 2: What physics is important to astronomy?
Lecture 3: What is cosmology?
Quiz 1
Week 3 What are galaxies?
Lecture 4: What are galaxies?
Lecture 5: The Milky Way Galaxy
Quiz 2
Short Report 1
Week 4 What are stars? Lecture 6: What are stars? Quiz 3
Week 5 What is the Solar system?
Lecture 7: What is so special about the Sun?
Lecture 8: What is the Solar system?
Quiz 4
APOD Assessment Plan
Week 6 Flexibility Week Additional Lecture: Astronomy as a professional practice
Week 7 Is there life in the Solar system?
Lecture 9: What is the Earth?
Lecture 10: What is life?
Lecture 11: Is there life in the Solar system?
Quiz 5
Short Report 2
Week 8 What is beyond the Solar system? Lecture 12: What is beyond the Solar system? Quiz 6
Week 9 Is there life in the Universe?
Lecture 13: How do we find life on other worlds?
Lecture 14: How else can we find life?
Quiz 7
APOD Assessment
Week 10 How will it all end?
Lecture 15: What are supernovae and stellar remnants?
Lecture 16: What are gravitational waves?
Lecture 17: How will the universe end?
Quiz 8
Exam period Final exam
4
6. Assessment tasks and feedback
Task Knowledge & abilities assessed Assessment criteria
% of
total
mark
Date of Feedback
Release Submission2 WHO WHEN HOW
Quizzes
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.
Students need to
correctly answer the
quiz questions.
10% =
2.5%
× 4
At start of
course
Friday (at the
end of most
weeks)
At 11:59 PM
Facilitator
Marks available
after quiz attempt.
Feedback
available after
quiz closes.
Marks and
feedback
provided
in Moodle
quiz.
Short reports
Synthesise multiple scientific perspectives to
distinguish between scientific fact and pseudoscience.
Use simple experimental techniques to show how
astrophysical phenomena can be observed and used to
demonstrate our understanding of the Universe.
Search appropriate literature to identify and explain
supporting evidence for or against scientific claims.
Students need to
respond to a given
question or scenario
and submit a report
to Turnitin
30% =
15% ×
2
At start of
course
3/03/23 (end of
Week 3)
31/03/23 (end of
Week 7)
At 11:59 PM
Tutor
Week 5
Week 9
By Wednesday
Comments
and rubric
in Turnitin3
Written
assessment
Communicate astronomical concepts accurately and at
an appropriate level to general audiences.
This task has 3 parts:
30% =
1. Allocation of APOD
images.
By start of
week 2 Facilitator Moodle
2. Submit a plan of
your assessment.
5%
17/03/23 (end of
Week 5) Tutor Week 7 Comments
and rubric
in Turnitin3
3. Submit your final
assessment. 25%
14/04/23 (end of
Week 9)
At 11:59 PM
Tutor Week 11
Final exam
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.
Students need to
correctly answer the
questions.
30%
Examination
period
Examination
period
Facilitator When requested Via email
2 All times and dates are given for Australian Eastern Standard Time (AEST, Sydney) or Australian Eastern Daylight Time (AEDT, Sydney). If a student is studying from overseas, it is their
responsibility to check that they submit it by the due time.
3 Marking rubrics can be found on the Moodle site for this course.
5
7. Additional resources and support
Textbooks No prescribed text
Required readings Will be made available on Moodle
Additional readings
If students want a textbook for the course (not required), the book The Cosmic
Perspective 7e by Bennett, Donahue, Scheider & Voit. The text can be obtained:
1) From the UNSW Bookshop, 2) Online from Pearson Australia as an eBook
($75), or 3) UNSW library in the High Use Collection or via
https://ebookcentral.proquest.com/lib/unsw/detail.action?docID=5176023 (UNSW
students can read the book on-line for free, or download a chapter).
Recommended internet
sites
Will be made available on Moodle
8. Required equipment, training and enabling skills
Equipment required No equipment is required other than a computer.
Enabling skills training
required to complete this
course
ELISE
It is highly recommended that you complete the Moodle module on academic
integrity before submitting assessments for this course. Plagiarism and contract
cheating have been a problem with previous cohorts. These cases have been
found and acted upon. Please ensure that you are aware of the University’s
expectations around academic integrity.
9. Course evaluation and development
Student feedback is gathered periodically by various means. Such feedback is considered carefully with a view to acting on it
constructively wherever possible. This course outline conveys how feedback has helped to shape and develop this course.
Mechanisms of
review
Last review
date
Comments or changes resulting from reviews
Major course
review
T2 2022 This course has undergone a major revision of learning materials and assessments.
T1 2021
In prior terms, an essay was the capstone assessment. This was changed to the
written assessment to increase student motivation and engagement.
One of the assessment items was removed.
myExperience
T2 2021
Following recommendations from students, stricter timelines on providing feedback
for assessment are being implemented.
Other T3 Summer
Smart Sparrow use at UNSW was discontinued. All activities that were hosted in
Smart Sparrow were migrated to Moodle as quizzes.
6
10. Administration matters
Expectations of students
Even though this course is entirely online, the assumption is that students will spend the
same amount of time working on it as a face-to-face first year course. Students should
spend approximately 15 hours a week engaging with the online materials and a similar
amount of time in self-directed study of the subject.
Assignment submissions
All submission times are in Australian Eastern Standard Time (AEST, Sydney) or
Australian Eastern Daylight Time (AEDT).
Penalties for late submission of assessments follow the UNSW policy as follows:
There is a 5% penalty for each day, or part thereof, that the written assessment and short
reports are late (i.e., if you miss the 11:59pm deadline by 1 second, you will have 5%
deducted). Here is an example of how the 5% penalty is calculated: a short report worth
15% of the total assessment for the course will have 15 x 5/100 = 0.6 marks out of 15
subtracted per day late). Submissions 5+ days late (120 hours past the deadline) will not
be marked. This is applied using the time Moodle shows the assignment was submitted
(in Turnitin). Students should submit well in advance of the submission deadline as
Moodle can slow down due to heavy usage at the due time.
Note that you can submit multiple times before the deadline, but once the deadline has
passed, you cannot update your submission. You are strongly advised to submit well in
advance of the deadline to check for word limits, etc. Take particular care to submit the
final version of your assessment and not an earlier draft.
If you experience any difficulty submitting an assignment through Moodle, you
must email a copy of the assignment to the course facilitator before the assignment
is due with a report of what went wrong (so that we can fix it).
Quizzes will be taken and submitted through the Moodle quiz interface. These will be
marked through this system, with scores and feedback provided directly to students
immediately after completing the quiz.
Short reports and the written assignment will be submitted through the Turnitin interface
inside of Moodle. These assignments will be marked by tutors, following a rubric to ensure
consistency across groups, and feedback will be provided to students within ten days of
submission.
If you are not able to submit one of the assessments for reasons beyond your control, you
should submit a special consideration request with supporting documentation. UNSW has
a detailed policy for special considerations, and you should familiarise yourself with it. All
requests are handled centrally – do not contact the course staff or tutors directly.
Occupational health and
safety4
OH&S is very important. Familiarise yourself with any potential risks encountered while
completing this course.
Assessment procedures
UNSW assessment policy5
The UNSW special consideration information can be found here.
Equity and diversity
Those students who have a disability that requires some adjustment in their teaching or
learning environment are encouraged to discuss their study needs with the course
facilitator prior to, or at the commencement of, their course, or with the Equity Officer
(Disability) in the Equity and Diversity Unit (or 9385 4734).
Issues to be discussed may include access to materials, signers or note-takers, the
provision of services and additional exam and assessment arrangements. Early
notification is essential to enable any necessary adjustments to be made.
Student complaint
procedure6
School contact Faculty contact University contact
A. Prof. Elizabeth Angstmann
First Year Physics Director
Deputy Dean Education
A. Prof. Alison Beavis
Student Conduct and Appeals
Officer (SCAO) within the
4 UNSW OHS Home page
5 UNSW Assessment Policy
6 UNSW Student Complaint Procedure
7
e.angstmann@unsw.edu.au
Dr. Peter Reece
Director of Teaching, Physics
p.reece@unsw.edu.au
a.beavis@unsw.edu.au Office of the Pro-Vice-
Chancellor (Students) and
Registrar.
Telephone 02 9385 8515,
studentcomplaints@unsw.edu.
au
University Counselling and
Psychological Services7
Tel: 9385 5418
7 University Counselling and Psychological Services
8
11. Academic integrity, referencing and plagiarism
Referencing is a way of acknowledging the sources of information that you use to research your assignments. You
need to provide a reference whenever you draw on someone else's words, ideas or research. Not referencing other
people's work can constitute plagiarism.
Further information about referencing styles can be located here.
Academic integrity is fundamental to success at university. Academic integrity can be defined as a commitment to six
fundamental values in academic pursuits: honesty, trust, fairness, respect, responsibility and courage.8 At UNSW, this
means that your work must be your own, and others’ ideas should be appropriately acknowledged. If you don’t follow
these rules, plagiarism may be detected in your work.
Further information about academic integrity and plagiarism can be located at:
• The Current Students site, and
• The ELISE training site.
The Conduct and Integrity Unit provides further resources to assist you to understand your conduct obligations as a
student.
8 International Center for Academic Integrity, ‘The Fundamental Values of Academic Integrity’, T. Fishman (ed), Clemson University,
2013.
