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Unit outline_

OLES1602: The Apocalypse in Science and Culture

Semester 2, 2024 [Online] - Camperdown/Darlington, Sydney

Apocalypse scenarios abound in popular culture, due to causes as diverse as nuclear war, climate change, and zombies. Thinking about how the apocalypse might occur, and how to survive it, presents deep questions around our understanding of science, economics and social culture. This unit will investigate topical issues in nuclear physics, climate science, agriculture and economics. We will use examples from film and literature to explore how we might survive apocalyptic events. In this highly interdisciplinary unit of study you will work together with other students on a diverse range of case studies, to explore some of the key problems confronting our civilization. By doing this unit you will develop critical thinking and analysis skills, as well as practical skills in video production.

Unit details and rules

Academic unit Physics Academic Operations
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Tristram Alexander, tristram.alexander@sydney.edu.au
Lecturer(s) Tristram Alexander, tristram.alexander@sydney.edu.au
The census date for this unit availability is 2 September 2024
Type Description Weight Due Length
Online task Short quizzes
Short multiple choice quiz for each module.
9% Multiple weeks 15 minutes
Outcomes assessed: LO1 LO3 LO2
Participation Participation and Contribution
A number of small participation tasks.
10% Multiple weeks Various
Outcomes assessed: LO1 LO4 LO2
Online task Week 2 quiz #EarlyFeedbackTask
Short multiple choice quiz for Week 2 module.
1% Week 02
Due date: 09 Aug 2024 at 23:59
15 minutes
Outcomes assessed: LO1 LO3 LO2
Assignment hurdle task Group formation
Each group will submit their team name and group members.
2% Week 03
Due date: 16 Aug 2024 at 23:59
Short survey
Outcomes assessed: LO7
Assignment Video synopsis
Each group will submit a short synopsis of their planned video.
3% Week 04
Due date: 23 Aug 2024 at 23:59
< 1 page
Outcomes assessed: LO6 LO7
Assignment Project plan and storyboard
Each group will submit a short plan and video storyboard.
20% Week 06
Due date: 06 Sep 2024 at 23:59
3-5 pages
Outcomes assessed: LO3 LO4 LO5 LO6 LO7
Assignment Video project
Each group will make a short video
45% Week 11
Due date: 18 Oct 2024 at 23:59
3-5 minute video project
Outcomes assessed: LO3 LO4 LO5 LO6 LO7
Participation Peer Assessment
Peer assess videos during the final workshop.
10% Week 12 2 hours
Outcomes assessed: LO6 LO7
hurdle task = hurdle task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Detailed information for each assessment can be found on Canvas.

"Group formation" Assignment is a Hurdle task: Must be attempted & must meet hurdle mark threshold otherwise = AF. 

Assessment criteria

Result name

Mark range

Description

High distinction

85 - 100

At HD level, a student demonstrates a flair for the subject as well as a detailed and comprehensive understanding of the unit material. A “High Distinction” reflects an exceptional level of achievement and is awarded to a student who demonstrates their ability to apply their subject knowledge and understanding to produce original solutions for novel or highly complex problems and/or comprehensive critical discussions of theoretical concepts. 

Distinction

75 - 84

At D level, a student demonstrates an aptitude for the subject and a well-developed understanding of the unit material. A “Distinction” reflects excellent achievement and is awarded to a student who demonstrates an ability to apply their subject knowledge and understanding of the subject to produce good solutions for challenging problems and/or a reasonably well developed critical analysis of theoretical concepts.

Credit

65 - 74

At CR level, a student demonstrates a good command and knowledge of the unit material. A “Credit” reflects solid achievement and is awarded to a student who has a broad general understanding of the unit material and can solve routine problems and/or identify and superficially discuss theoretical concepts.

Pass

50 - 64

At P level, a student demonstrates proficiency in the unit material. A “Pass” reflects satisfactory achievement and is awarded to a student who has threshold knowledge of the subject and can solve simple problems and can accuracy identify key theoretical concepts.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

WK Topic Learning activity Learning outcomes
Week 01 1. Introduction to the Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
Week 02 2. Astrophysical Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
1. Introduction to the Project Workshop (2 hr) LO6 LO7
Week 03 3. Disease and Pandemics Lecture (1 hr) LO1 LO2 LO4 LO5
Week 04 4. Nuclear Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
2. Planning and Storyboarding Workshop (2 hr) LO3 LO5 LO6 LO7
Week 05 5. Climate Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
Week 06 6. Agricultural Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
3. Filming: Light and Sound Workshop (2 hr) LO3 LO5 LO6 LO7
Week 07 7. Economic Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
Week 08 8. Tech Apocalypse Lecture (1 hr) LO1 LO2 LO4 LO5
4. Editing Your Video Workshop (2 hr) LO3 LO5 LO6 LO7
Week 09 9. The Post-apocalyptic World Lecture (1 hr) LO1 LO2 LO4 LO5
Week 10 10. Course Summary Lecture (1 hr) LO1 LO2 LO4 LO5
5. Project Work Workshop (2 hr) LO3 LO5 LO6 LO7
Week 12 6. Peer Assessment of Projects Workshop (2 hr)  

Attendance and class requirements

Students should attend all seminars and workshops. Seminars will be on campus, live-streamed and recorded for all students.

Workshops will be on campus if you are enrolled in CC mode. Workshops will be online via Zoom if you are enrolled in OL mode.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings are listed on Canvas and are available online.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. Demonstrate an understanding of different apocalyptic scenarios
  • LO2. Describe examples of potentially catastrophic issues facing our society, such as climate change and economic collapse
  • LO3. Use online research to explore threats to our society and possible solutions in an interdisciplinary context
  • LO4. Analyse how fictional representations of apocalyptic scenarios reflect our concerns and inform debate about threats to society
  • LO5. Analyse a particular aspect of an apocalyptic scenario in depth, connecting to the broader scientific and social context
  • LO6. Create a video to communicate ideas, using appropriate technology
  • LO7. Work in groups to plan and implement a major project

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

No major changes from last offering.

Equity, Access and Diversity statement

The School of Physics recognises that biases, bullying and discrimination, including but not limited to those based on gender, race, sexual orientation, gender identity, religion and age, continue to impact parts of our community disproportionately. Consequently, the School is strongly committed to taking effective steps to make our environment supportive and inclusive and one that provides equity of access and opportunity for everyone.


The School has Equity Officers as a point of contact for students who may have a query or concern about any issues relating to equity, access and diversity. If you feel you have been treated unfairly, discriminated against, bullied or disadvantaged in any way, you are encouraged to talk to one of the Equity Officers or any member of the Physics staff.


More information can be found at https://sydney.edu.au/science/schools/school-of-physics/equity-access-diversity.html

 

Any student who feels they may need a special accommodation based on the impact of a disability should contact Disability
Services: https://sydney.edu.au/study/academic-support/disability-support.html who can help arrange support.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.