PHYS1160

INTRODUCTION TO ASTRONOMY

School of Physics

Faculty of Science

Term 1, 2023

Assessment information














This document is the definitive source for information about the assessments for
PHYS1160. It supersedes any information on the Moodle site, in videos, etc.

It you need clarification of anything here, please first check the Frequently Asked
Questions, Course Forum, and Discord Server on the Moodle site.

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

Use of Artificial Intelligence

You may use Artificial Intelligence software such as ChatGPT to assist you with the short reports and written
assessment, without attribution (i.e., you don’t need to indicate in your report that you have used this
software). However, please do not use this as a substitute for learning the material, since otherwise you will
gain little from doing the course. If your report looks like a bunch of paragraphs from ChatGPT with little
coherent narrative, it is unlikely to receive a good mark.

What sort of references are appropriate?

The short report and written assessments require you to list references for the information you include.
Ideally, these references would be to scholarly articles in journals such as The Astrophysical Journal, Nature,
Science, Publications of the Astronomical Society of Australia, or Monthly Notices of the Royal Astronomical
Society. You can search for such articles using the NASA database at https://us.adsabs.harvard.edu. Simple
searches with Google tend to find more popular articles and Wikipedia entries, which can be useful to get
you started, but these aren’t primary sources – including some of them is OK, but it is a red flag if all of your
references come from the first page of a Google search.

When should I use a reference?

Basically, any time you are making what appears to be a factual statement you should include a reference to
where the information came from, e.g., “The Milky Way Galaxy is 30 kpc in diameter and our Sun is 9 kpc
from the centre (Lindhoven and Smith, 2018)”, and in your reference list at the end:

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

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 show how
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 have been designed to help you develop skills, learn the course material, and prepare you
for the written assessment later in the term.

You will develop your communication and research skills as you respond to given stimuli two 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 for the short reports. The lengths (maximum allowed word count) of each short
report 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 that apply are outlined
in UNSW’s Plagiarism Policy.

You can submit the reports as Word DOCX files, PDF (with readable text, not embedded in images),
OpenOffice ODT, or PowerPoint PPTX.

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. You will
receive the questions shortly after the start of the term, once you have been assigned to a tutorial group. If
you join the course late and do not have a tutorial group, please contact the Course Facilitator immediately.

The total word count for the full report (i.e., the answers to both questions) should not exceed 2000 words,
including headings, references and figure captions. The word count we use is that determined by Turnitin,
and is likely to be different from the count determined by Word, google, etc. If you exceed 2000 words there
will be a penalty applied (see the marking rubric). There is no minimum word count, but as a general quide
you can achieve high marks with only 1000 words. We give you 2000 words to play with so you aren’t
concerned about the length of the reference list, etc.

You should submit your report well in advance of the deadline so that you can resubmit it if there is a
problem with the word count. Once the deadline has passed, you cannot update your submission. Make sure
that you submit the correct version of your report, not, e.g., an earlier draft.

Note that Turnitin won't necessarily find words embedded in an image, which includes files that have been
converted from text into image format; in this case the word count will be incorrect, and you may have a
penalty applied.

VERY IMPORTANT NOTE: all referencing MUST be done using Harvard reference style (google it).

Short report 2: Choose ONE (1) of the following:

1) Debunking misconceptions and pseudoscience
In a maximum of 3000 words (as shown by Turnitin, see the discussion under “Short report 1” above), you are
expected to research the science relevant to climate change. You are to answer the question: Why are
misconceptions about climate change so prominent, what evidence is there for climate change, and what can
be done about it?

There is no minimum word count, but as a rough guide, it should be possible to obtain full marks with 1500
carefully chosen words.

In your response, you must refer to:

• (Briefly) Common climate change misconceptions, such as those outlined here, and why such
misconceptions are popular in society.
• Evidence for climate change, with specific reference to solar variability and the impact (if any) that
solar variability has on climate.
• 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
• One or more possible scientific and/or engineering solutions to climate change.
• You must include one recent relevant fact/publication/result dating from January 2022, and you
must preface this with the phrase “Recent result:” to make it clear.

VERY IMPORTANT NOTE: all referencing MUST be done using Harvard reference style
(google it).


2) Researching new telescopes and missions
In a maximum of 3000 words (as shown by Turnitin), you are expected to choose a new telescope or mission
that began collecting data in the last 5 years (that means that the mission/telescope could have launched
more than 5 years ago but started collecting data in the last 5 years). There is no minimum word count, but
as a rough guide, it should be possible to obtain full marks with 1500 carefully chosen words.

In this report, you are to:
• Describe the background scientific information that places the reason for the mission or telescope
into context. What is the gap in knowledge that the mission/telescope was designed to cover?
• Explain the scientific aims of the mission/telescope, and how they will be answered (this is related
to the first point; the mission/telescope may not completely fill the gap in current knowledge!)
• Summarise the data that will be gathered by mission/telescope, or the data that has already been
collected.
• Briefly explain how this contributes to current scientific knowledge.
• You must include one scientific result or outcome from the mission since January 2022, and you
must preface this with the phrase “Recent result:” to make it clear.

VERY IMPORTANT NOTE: all referencing MUST be done using Harvard reference style
(google it).


Short report Task Maximum length (strict word
limits as shown by Turnitin,
includes things like
references, figure captions,
titles, etc.)
1: Answering questions Answer 2 questions provided by tutor 2000 words
2: EITHER:
Debunking
misconceptions and
pseudoscience

Researching new
telescopes and
missions

Answer the question: Why are misconceptions
about climate change so prominent, what
evidence is there for climate change, and what
can be done about it?

Research a new telescope/mission that
started collecting data in the last 5 years
3000 words
Marking criteria: Short Report 1

Criteria Level of achievement
5 4 3 2 1 0
Q1: Quantity of
scientific
content
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.
Q1: Quality and
accuracy of
scientific
information
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.
Q2: Quantity of
scientific
content
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.
Q2: Quality and
accuracy of
scientific
information
All provided information
is accurate and placed in
context.
There are minor
inaccuracies in fine
details, though most
information is accurate.
There may be some
minor issues placing the
information in broader
context.
There are some errors in
the information provided,
but the author appears to
understand the larger
context.
There are many errors in
the information provided,
or the author appears to
have only a limited
understanding of the
context.
The student has provided
some correct information
in some aspect of the
report.
There is no accurate
information relevant to
the assignment.
Structure and
References
Information is presented
clearly and logically. The
report is easy to follow.
All information is
referenced accurately
with in-line references
and in Harvard style
throughout. References
are from legitimate
sources and in the style
required.
Information is presented
in a largely clear fashion.
The report can be
followed with only minor
difficulty. There is some
overuse or underuse of
referencing, but the
references used are
accurate and the Harvard
style is used throughout.
References are from
legitimate sources.
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.
There is some overuse or
underuse of referencing.
The references may have
some minor errors, or
Harvard style is used
inconsistently.
References are from
mostly legitimate
sources..
Information is presented
largely in an unclear or
illogical manner. The
report can be followed,
but with difficulty. There
are in-line references, but
they do not follow
Harvard style and/or
there are major errors in
the references.
References are from
somewhat legitimate
sources.
The report can only be
followed with significant
difficulty, but the
technical structure of the
submission broadly
follows the stated rules
of the assignment.
References are included
beyond a token effort, but
almost entirely lack
relevance. References
are not from legitimate
sources and in the style
required.
The report cannot be
followed, or the structure
does not follow the rules
of the assignment. There
are no references beyond
a token effort, or all
references are irrelevant,
or Harvard style is not
used. References are not
from legitimate sources.
Length The report fulfils the
length requirements of
the assignment.
The report is less than
10% over the maximum
length of the assignment.
The report is more than
10% but less than 20%
over the length of the
assignment.
The report is more than
20% over the length of
the assignment.


Marking criteria: Short Report 2
Criteria
Level of achievement
5 4 3 2 1 0
Quantity of
scientific
content1
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
information1
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.
References All information is
referenced accurately
with in-line references
and Harvard style is
used throughout.
References are from
legitimate sources and
in the style required.
There is some overuse
or underuse of
referencing, but the
references used are
accurate and Harvard
style is used
throughout. References
are from legitimate
sources.
There is some overuse or
underuse of referencing.
The references may have
some minor errors, or
Harvard style is used
inconsistently. References
are from mostly legitimate
sources.
There are in-line references,
but they do not follow
Harvard style and/or there
are major errors in the
references. References are
from somewhat legitimate
sources.
References are included
beyond a token effort, but
almost entirely lack
relevance. References are
not from legitimate sources
and in the style required.
There are no
references beyond a
token effort, or all
references are
irrelevant, or Harvard
style is not used.
References are not
from legitimate
sources.
Length The report fulfils the length
requirements of the
assignment.
The report is less than 10%
over the maximum length
of the assignment.
The report is more than 10%
but less than 20% over the
length of the assignment.
The report is more
than 20% over the
length of the
assignment.

1 For this criterion, the “Level of achievement” numbers are multiplied by two, i.e., a report judged to be in the “5” column receives a 10.
Astronomy Picture Of the Day (APOD) assessment

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 for general audiences.
General audiences should learn the science about a topic in astronomy by reading your
assessment.
You will be allocated multiple unique NASA Astronomy Pictures of the Day (APOD) images
and will need to select one to focus on for your assessment. Note that at times, an APOD
“image” will be a video, in which case you can use the video as the topic of your
assessment and use a representative frame from the video as your “image”. Tutors will
have a list of the images that have been allocated to students and will check that you have
selected one of your allocated images.
Assessments with incorrect images (i.e., images not allocated to you) will not be marked.
In addition to your allocated APOD image, you must also include at least one other image
(researched and selected by you and different to the image you were allocated) that is
closely related to the image you have selected to be the focus of your assessment.
Specific
details
Format: Individual (no group work)
Written (no video, audio, podcasts, etc.)
Length: Up to 3000 words
There is no minimum limit because this is based on the assessment style
that you choose. You must cover a minimum amount of content as per the
rubrics (below).
There is a strict upper word limit (as shown by Turnitin, includes references,
title, figure captions, etc).
Submissions outside of this limit will lose marks as outlined in the rubric.
Style Any style that you wish, within reason (i.e., anything written in Klingon is not
acceptable).
This could be a blog post, scientific article (e.g., on sites such as Astrobites,
The Conversation, ABC), poem, poster, etc.
VERY IMPORTANT NOTE: all referencing MUST be done using Harvard
reference style (google it).

You can submit the assessment as a Word DOCX file, PDF (with readable
text, not embedded in images), OpenOffice ODT, or PowerPoint PPTX.

Audience Your audience is the general public regardless of the style that you choose.
Your writing and content level must match the style that you choose and be
suitable and appealing for general audiences (with an interest in astronomy
but little astronomy knowledge).
Content Your assessment must:
• Include the image that you have selected from the ones that were
allocated to you.
• Refer to the selected image in your text. Note that we wish to give you
flexibility in the topic that you write about, so you do not have to focus
narrowly on the single astronomical object in your image. You can write
more broadly, e.g., about the class of objects, although you must link to
topics in the course and briefly discuss the particular object in your
image. There must be a clear link to the image you have chosen and the
focus of your assessment. Think of your image as part of a feature
article in a magazine; the reason the image is there has to make sense.
• Include at least one additional image (properly referenced) that is
related to both your selected APOD image and your assessment.
• Focus on and explain the science related to your selected APOD image,
which may include (but not be limited to) if relevant:
o Where the object in the image is usually found,
o Typical size, shape, colour, and composition of the object,
o How such objects form or are made,
o The evolution of such objects,
o Relevant space exploration missions related to the object,
o The significance or relevance of this object to Earth in terms of
historical/cultural/scientific significance (why should people
care about this object?)
The science that you write about must be linked to a topic covered in
the course. Specific scientific details, however, can include further
research but must be understood by a general audience.
• You must include some recent information (such as a scientific result)
that has occurred or has been published after 1 January 2022. You must
preface this with the phrase “Recent result:”.
• VERY IMPORTANT NOTE: all referencing MUST be done using Harvard
reference style (google it).
• 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
(Smith et al. 2015).”
Any text that is not in quotation marks and not clearly identified in a similar manner to the
above example will be assumed to be written by you. If we find it to be copied from another
source, it will be classed as plagiarism, with consequent penalties.

Grading The assessment is worth 30% of the final grade of the course. If there is any discrepancy
between percentages and deadlines between this document and the Course Outline, then
the Course Outline takes precedence.
PART 1 – ASSESSMENT PLAN (5%)
Due 11:59 PM AEST/AEDT FRIDAY in week 5
You need to submit a plan for your assessment by 11:59 PM Friday in week 5. The plan
must consist of the following:
1. The image you plan to write about,
2. An outline of the style that you plan to write in, including a paragraph of text written
by you to give an example of the style that you plan to use, and
3. A description of what you plan to talk about (that is related to the assigned image).
Note that the plan is a distinct phase of the process of writing where you receive
constructive feedback from your tutor, and you cannot simply write the final version and
submit is both as a plan and a final copy.
There is no word count suggestion for the plan: a page, maybe two, is about right.
You should aim use the same APOD image for your plan and final submissions. However, if
upon receiving feedback on your plan you wish to change images, you can use a different
image for each if they were both allocated to you.
You must submit the plan through Turnitin, which can be accessed on Moodle. You can
resubmit your plan multiple times before the deadline, but not after the deadline has
passed.
Tutor returns plan to student – at the start of week 7
PART 2 – FINAL SUBMISSION (25%)
Due 11:59 PM AEST/AEDT FRIDAY in week 9
You must submit a copy of your final version to Turnitin via Moodle by 11:59 PM Friday in
week 9. You can resubmit your final version multiple times before the deadline, but not
after the deadline has passed. Please double-check that you have submitted the right
version of your assessment.
Late submission policy
Students who submit their plan or final late will receive a penalty of 5%/day late.
Submissions 5+ days late (120 hours past the deadline) will not be marked.
Help! QUESTION ANSWER
I got my image, and I don’t
know what to write about!
You can be as creative as you want! On Moodle, we
give some examples of what you could talk about in a
few unique images. Have a look and see if those spark
your curiosity! Try to look for ways to talk about
something that interests you.
I had a look on Moodle, and I
still don’t know what to write
about.
We can’t tell you what to write about, however, if you
have really tried and think you need a new image, get
in touch with us in the relevant forum on Moodle.
I’m not sure if what I’ve chosen
is appropriate.
That’s okay, that’s the whole point of the plan phase!
Your tutor will give you tips if they think you might be
straying away from the point of the assessment.
Can I include pictures in
addition to the one I was
allocated and the second
picture that I must include?
Yes! If they are relevant images, it makes sense in the
context of your assessment, and are properly
referenced.
I am not confident with English
or would just like another
opinion on my assessment.
For extra help, you can go to UNSW Smarthinking to
learn how to hink smart . 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 Course Forum.



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

Criteria Level of achievement2
Exemplary Great Good Solid Progressing Needs work
7 6 5 4 3 2 1 0
Link between image
and focus topic of
assessment
Clearly identifies the focus of
the assessment. Link between
focus and assigned image is
explicit and logical.
Identifies the focus of the
assessment though
interpretation is required.
Link between focus and
assigned image is not
entirely explicit and/or
logical.
Focus of the
assessment is not clear.
Link between focus and
assigned image is not
explicit and/or logical.
Focus of the
assessment is not
clear. Link between
focus and assigned
image is not explicit
and/or logical.
Completeness and
articulation of plan for
assessment
Provides a well-constructed
and thorough plan. Explicitly
and clearly describes intended
style and structure. Includes
sufficient details of content to
be covered.
Provides an adequate plan.
Describes intended style and
structure, includes details of
content to be covered.
Provides a basic plan.
Briefly describes intended
style and structure,
includes some details of
content to be covered.
Provides a minimal plan.
Minimal description of
intended style and
structure and may
include some details of
content to be covered.
Does not provide a
plan. Inadequate
description of
intended style and
structure, and no
details of content to
be covered.
Suitability of
assessment in terms
of structure and
content
Structure is appropriate for the
assessment intent3 and
matches chosen style. Content
is logically linked to course
content but extends this in
unique ways.
Structure is appropriate
for the assessment intent
and generally matches
chosen style. Content is
logically linked to course
content.
Structure is mostly
appropriate for the
assessment intent and
somewhat matches
chosen style. Content is
not logically linked to
course content.
Structure is not
appropriate for the
assessment intent and
does not match
chosen style. Content
is not logically linked
to course content.
Communication skills
demonstrated in
example text
Sample text is engaging,
articulate and clearly
communicates author’s
intent. Clearly matches
chosen style.
Sample text is articulate and
communicates author’s intent.
Matches chosen style.
Sample text is well-written but
includes minor errors and
author’s intent is not clear.
Mostly matches chosen style.
Sample text lacks effort.
Author’s intent is not clear.
Mostly matches chosen
style.
Sample text lacks effort
and includes significant
errors. Author’s intent is
not clear. Rarely
matches chosen style.
Sample text missing
or lacks effort and
includes significant
errors. Author’s intent
is not clear. Does not
match chosen style.
Accuracy of scientific
information4
Associated science is
relevant to assessment5.
Science is detailed and
accurate, with no errors.
Associated science is relevant
to assessment. Science is
detailed and accurate, with
minimal errors.
Science is mainly accurate,
with some errors.
Science has some errors. Science has some
errors.
Science is mainly
inaccurate.


2 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.
3 A written piece to teach general audiences scientific concepts.
4 Science, in this case, is conveyed through the concepts in the plan and the example text.
5 This is background science that sets up the “narrative” of your assessment and allows a general audience to understand.
Rubric The following table shows the rubric for marking the final (25%)

Criteria Level of achievement6
Exemplary Great Good Solid Progressing Needs work
10 9 8 7 6 5 4 3 2 1 0
C
o
m
m
u
n
ic
a
ti
o
n
s
k
il
ls

Length Fulfils length
requirements.
<10% over
maximum.
10-20% over
maximum.
More than 20% over
maximum.
Structure Structure matches
the intended style
and is clearly
logical.
Structure matches the intended style and is
mostly logical.
Structure does not quite
match the intended style
and/or is mostly illogical.
Structure does not
match the intended
style and/or is highly
illogical.
Writing style Writing is engaging
and matches
intended style.
Ideas are
expressed
succinctly and
efficiently. Author’s
purpose is explicit.
Writing is somewhat engaging and generally
matches intended style. Ideas expressed are
understood by reader. Author’s purpose is
mostly clear.
Writing is not very engaging
and generally does not match
intended style. Ideas
expressed require
interpretation by reader.
Author’s purpose is not clear.
Writing is not
engaging and does
not match intended
style. Ideas
expressed require
interpretation by
reader. Author’s
purpose is not clear
or absent.
D
is
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k
n
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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.

6 For criteria with several grades, the degree to which each criterion statement is done determines the grade for that criterion.
Science relevance Science is clearly
related to course
content but
expands on relevant
topics. Explicit,
direct scientific
links are made to
assigned image.
Scientific depth is
appropriate for a
general audience.
Science is related
to course content
but expands on
relevant topics.
Direct scientific
links are made to
assigned image.
Scientific depth is
appropriate for a
general audience.
Science is related
to course content
but expands on
relevant topics.
Direct scientific
links are made to
assigned image.
Scientific depth is
appropriate for a
general audience.
Science is mostly related to course content and
does not expand on relevant topics. Scientific
links are made to assigned image. Scientific
depth is mostly appropriate for a general
audience.
Science is somewhat related
to course content and does
not expand on relevant topics.
Some scientific links are made
to assigned image. Scientific
depth is mostly inappropriate
for a general audience.
Science is not related
to course content. No
scientific links are
made to assigned
image. Scientific
depth is inappropriate
for a general
audience.
Additional images At least one
additional
researched image
is appropriate,
relevant, and
explicitly and
expertly linked to
the content
covered. The image
clearly supports the
points made in the
assessment.
At least one additional researched image is
generally appropriate, relevant, and linked to the
content covered. The image supports the
points made in the assessment.
At least one additional
researched image is mostly
appropriate, and mostly linked
to the content covered. The
image mostly supports the
points made in the
assessment.
At least one
additional researched
image is not
appropriate, and not
linked to the content
covered. The image
does not support the
points made in the
assessment.

L
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e

References All information is
accurately
referenced.
References
integrated into the
text to support the
point. No overuse
of referencing.
Consistent use of
Harvard referencing
style is required.
All information is accurately referenced.
References integrated into the text to support
the point. Some overuse of referencing and/or
inconsistent use of Harvard referencing style.
Minimal referencing and/or
incorrect referencing.
References are overused
and/or little consistency in
using Harvard referencing
style.
No
referencing/copied
and pasted text, or
careless use of
referencing with
significant errors or
not using Harvard no
referencing style.


Final exam

The final exam will be online on Moodle. It will be timed, with 90 minutes allowed for completion. During the exam you
may use content from the Moodle website for the course and look at your own notes, but you cannot use general internet
searches, artificial intelligence, or assistance from other people. More details will be provided on the Moodle website
closer to the exam date.

Students have one attempt at the exam; 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.
Questions will be similar to those from the quizzes, but will not be the same. Questions may include images. There will be
a penalty for incorrect answers, up to any including receiving zero for a question, so that it not advantageous to tick all
responses.

The date and time of the final exam will be published on Moodle.

Practice versions of each weekly quiz will be provided as a means of preparing for the final exam.

学霸联盟