Students
PHYS159 – Physics for Global Citizens
2016 – S2 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convener, lecturer, tutor
Deb Kane
Contact via deb.kane@mq.edu.au
E6B 2.701
By appointment
Lecturer, tutor and laboratory supervisor
Helen Pask
Contact via helen.pask@mq.edu.au
E6B 2.607
By appointment
Lecturer, tutor
Douglas Little
Contact via douglas.little@mq.edu.au
C5A 417
By appointment
Lecturer, tutor
Joshua Toomey
Contact via josh.toomey@mq.edu.au
C5A 408
By appointment
Professional Officer, First Year Laboratory
Danny Cochran
Contact via danny.cochran@mq.edu.au
E7B 114
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
Do you want to understand current global issues: the energy crisis, the greenhouse effect and climate change, nuclear energy and nuclear weapons, for example? This unit makes the science underlying these important real-world issues accessible using demonstrations of physical principles in action, but without complex mathematical computation. A well-equipped laboratory provides students with an enjoyable introduction to basic scientific measurement and analysis.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
General Assessment Information
This unit has hurdle requirements, specifying a minimum standard that must be attained in aspects of the unit. To pass this unit you must obtain a mark of at least:
- 50% in the unit overall
as well as
- 40% in the final examination
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| In Class Quizzes | 15% | Weekly |
| Commentaries | 20% | End of weeks 3, 6, 9 and 12 |
| Laboratory | 25% | Weeks 3, 4, 5, 9, 10 and 11 |
| Final Examination | 40% | University Examination Period |
In Class Quizzes
Due: Weekly
Weighting: 15%
In each week's tutorial there will be a short 5-minute quiz that is based on the content of the relevant book chapter. Each quiz will either consist of several multiple-choice questions or a single written question that is to be answered in about 50-80 words.
On successful completion you will be able to:
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
Commentaries
Due: End of weeks 3, 6, 9 and 12
Weighting: 20%
Four short commentary-style summaries of scientific articles (5% each), researched and chosen to be of relevance to the lecture material of the preceding three weeks. The article, of word count considerably greater than your commentary, should have appeared on-line. It can be from a quality newspaper (on-line) or in a journal/magazine such as Scientific American, New Scientist, Cosmos, Huffington Post (on-line) etc, or an on-line science website. It could be a report of an invention or a scientific discovery, or perhaps a political or economic issue which has scientific themes. A pdf copy of the chosen resource will be required to be uploaded in to iLearn in addition to the commnentary itself. Further details will be provided in the lectures and on iLearn.
On successful completion you will be able to:
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
Laboratory
Due: Weeks 3, 4, 5, 9, 10 and 11
Weighting: 25%
There will be six 2-hour laboratory sessions on the topic of sound. The first three of these will involve introducing students to the skills such as observing, scientific questioning, measurement and investigation. During the laboratory sessions of weeks 9 and 10, students will work in pairs on a research-style investigation that will be presented to the class during the week 11 laboratory session. A written report will be prepared by each individual student.
The Assessment consists of 3 parts worth a total of 25 marks and which will account for 25% of the unit assessment:
- Part A: Investigation plan (6 marks, group mark) – you will work with a partner to develop one his plan. This is due on Monday of week 8, and you will receive feedback on the plan before commencing your investigation in week 9;
- Part B: Presentation (6 marks, group mark) – you and your partner will make a presentation to the class during your usual Laboratory Session in week 11;
- Part C: Final report (13 marks, individual mark) – you and your partner will present individual reports on your investigation – Due Monday of week 12.
Students are expected to attend classes including lab classes. Skills learned in the earlier lab classes are used in the later ones. Educational research consistently demonstrates that attendance at classes is associated with a high likelihood of achieving a passing grade.
On successful completion you will be able to:
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To work collaboratively with others.
Final Examination
Due: University Examination Period
Weighting: 40%
Written 2-hour final exam (closed book).
The final examination is a hurdle requirement. You must obtain a mark of at least 40% to pass the unit. If your mark in the final examination is between 30% and 39% inclusive then you will be a given a second and final chance to attain the required level of performance.
On successful completion you will be able to:
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
Delivery and Resources
Lectures:
Each week there will be two 1-hour long lectures on the subject outlined in the unit schedule. Lectures will be recorded on Echo 360 but lecture attendance is highly recommended.
Lecture 1: Monday 9-10 am, W5C 220
Lecture 2: Wednesday 10-11 am, W5C 220
Tutorials:
Each week there will be a 1-hour long tutorial. During the tutorial, one or more topics with relevance to the unit content will be discussed and debated. Specific topics for each week will be posted on iLearn in advance. It is expected that students come prepared to the tutorials so that they can make informed contributions to the discussions. There will also be a 5 minute quiz during each tutorial (collectively one of the assessment tasks)
Tutorial: Wednesday 9-10 am, W6B 345
Laboratories:
Time: Monday 11 am-1 pm OR Monday 2-4 pm
Location: E7B 114 Physics Lab
Laboratories will commence in the third week of semester and students will work in pairs.
Lab Session 1 (week 3): What is Sound?
Students will interact with demonstrations pertaining to Sound, with an emphasis on understanding how sounds can be generated.
Lab Session 2 (week 4): Measuring Sound.
Students will interact with demonstrations pertaining to Sound, with an emphasis on describing and measuring sound.
Lab Session 3 (week 5): Classroom investigation about the speed of Sound.
Students will conduct a guided experiment to experimentally determine the speed of Sound.
Lab Sessions 4-6 (weeks 9-11): An authentic, open-ended investigation
Students will conduct an open-ended inquiry on a topic of their choosing that relates to sound. They will conduct research about the topic, carry out experimentation in lab (weeks 9 and 10). It might also occur that additional investigation is completed at home. They will give a presentation about their inquiry to the lab class in week 11.
Laboratory work will be assessed in three parts:
Part A: Designing an Investigation. One 2-page investigation plan must be submitted by each pair. (24% of the total lab mark, due on the Monday of Week 8).
Part B: Presentation. Each pair will present the results of their investigation to the class. (24% of the total lab mark, during Lab session 6, week 11).
Part C: Written report. Each student must submit an individual report. (52% of the total lab mark, due Monday of week 12).
Further details will be provided at the first laboratory session in week 3.
Required and Recommended Texts and/or Materials:
Required Text: Physics and Technology for Future Presidents: An Introduction to the Essential Physics Every World Leader Needs to Know, Richard Muller, Princeton Press, 2010
The PHYS159 Laboratory Manual notes will be handed out at the laboratory sessions.
Other Introductory Physics textbooks will be useful. For example:
Physics : principles with applications by Douglas C. Giancoli, 6th ed., Upper Saddle River, N.J. : Pearson Education; 2005 (or any earlier edition)
Conceptual physics by Paul G. Hewitt, 11th ed., Harlow : Pearson Education, 2010 (or any earlier edition)
Teaching and Learning Strategy
This unit content is taught through lectures (including echo recordings), critical discussions (during tutorials, online and during lectures) and laboratory experiments. We strongly encourage students to attend lectures because they provide a much more interactive and effective learning experience than listening to a recording or studying a text book. Questions during and outside lectures are strongly encouraged in this unit - please do not be afraid to ask as it is likely that your classmates will also want to know the answer. You should read the relevant chapters of the textbook before the lectures and discuss the content with classmates and lecturers.
This unit includes a laboratory component. We strongly recommend that students attend all laboratory classes as they are central to the learning goals of the unit. The activities in the laboratory sessions comprise an in-depth exploration of Sound through hands-on experimentation and investigation. The laboratory sessions should be an engaging, and enjoyable experience in which students learn by discovery and practice skills of observing, questioning, measurement, presenting and analysing data, and carrying out an investigation.
You should aim to spend 9 hours per week on activities associated with this unit. Commentaries and discussions are key learning activities for this unit; they are not there just for assessment. It is by applying knowledge learned from lectures and textbooks to discuss questions and review information that you are best able to test and develop your skills and understanding of the material.
Unit Schedule
| Week | Subject | Content | Textbook Chapter | Lecturer |
| 1 | Energy and power | Forms of energy, energy content of materials, explosions, fuel cells, measuring energy, power, cost of energy | 1 | Deb Kane |
| 2 | Atoms and heat | Atomic theory of matter, heat and noise, temperature, Kelvin scale, thermal expansion, ideal gases, absolute zero, heat engines, entropy | 2 | Deb Kane |
| 3 | Waves and Sound | Types of waves, describing sound, how sound travels, sound in the atmosphere and oceans, sound phenomena, music | 7 | Helen Pask |
| 4 | Light | Light propagation, Light interaction with matter, Light in life and nature, lasers and other light sources, optical communication, light in health and the developing world | 8 |
Helen Pask |
| 5 | Gravity, force and space | Gravity, forces, satellites, air resistance and fuel efficiency, black holes, momentum, rockets, hot air balloons, storms | 3 | Doug Little |
| 6 | Nuclei and radioactivity | Radioactivity, radiation exposure, linear hypothesis, Chernobyl disaster, Xrays, fission, fusion | 4 | Doug Little |
| 7 | Chain reactions, nuclear reactors, atomic bombs | Chain reactions and exponential growth, cancer growth, population, nuclear weapons, nuclear reactors, nuclear fusion | 5 | Doug Little |
| 7-8 | Electricity and Magnetism | Electrons, electric current, fuses, superconductors, voltage, electric power, magnets, electric and magnetic fields, electric motors and generators, earth magnetic field, transformers, AC and DC electricity, magnetic levitation | 6 | Doug Little |
| 9 | Invisible light | IR, sensing, UV, sunburn, electromagnetic radiation, radio, microwaves, Xrays, gamma rays, medical imaging | 9 | Josh Toomey |
| 10 | Climate change | Global warming, history of climate, carbon dioxide, greenhouse effect, weather, fossil fuels, alternative energy sources | 10 |
Josh Toomey |
| 11 | Quantum Physics | Electrons are waves and particles, lasers, photoelectric effect, transistors, superconductors, quantum physics | 11 | Doug Little |
| 12 | The Universe | Big Bang Theory, history of the universe, future of the universe, galaxies, black holes | 13 |
Doug Little |
| 13 | Revision | 1-11 | Deb Kane, Helen Pask and Doug Little |
Learning and Teaching Activities
Lectures
Tutorials
Practicals
Commentaries
Textbook readings
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To measure, analyse, interpret and present scientific information in the form of text, figures and graphs; to use a range of scientific measuring equipment in the laboratory.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To apply technical writing and speaking skills by writing commentaries on a scientific article of choice and by participating in in-class and online discussions; to analyse a range of readings and technical texts relevant to syllabus topics.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- To explain key physics concepts such as energy and waves, and to apply physics to everyday life and to global issues.
- To demonstrate an awareness of the physics foundations of topical issues in today’s society and to appreciate the relevance of this knowledge in ones role as an engaged local and global citizen. Examples are: nuclear energy and nuclear weapons, alternative energy sources and telecommunications.
- To analyse and discuss everyday issues in terms of underlying physics concepts with the use of diagrams, graphs and simple calculations.
- To work collaboratively with others.
Assessment tasks
- In Class Quizzes
- Commentaries
- Laboratory
- Final Examination
General reminders
Student Liaison Committee
The Department of Physics and Astronomy values quality teaching and engages in periodic student evaluations of its units, external reviews of its programs and course units, and seeks feedback from students via focus groups, and the Student Liaison Committee(SLC). Please consider being a member of the SLC, which meets once during the semester with the purpose of improving teaching via student feedback. Meetings are open and friendly, and invite honest feedback. Student representatives receive a list of outcomes from the preceding meeting. At the beginning of each meeting, an update on the responss to feedback is provided by the Head of Department. Feedback is acted upon in a variety of ways, mostly initiated via department meetings where decisions on changes are taken.
Standards Expectations
Grades
The broad standards as defined by the academic senate can be found at
http://www.mq.edu.au/policy/docs/grading/policy.html
Changes since First Published
| Date | Description |
|---|---|
| 26/07/2016 | As discussed |