ASTRO 200/G Lecture 1 Notes – Introduction to Astrobiology

ASTRO 200/G – Astrobiology, Lecture 1 delivered by Professor Kathy Campbell (KC).
Purpose: orient students to the field of astrobiology, explain course goals, structure, assessments, and introduce the teaching team.
Big-picture framing: Earth is our single data point for life; studying it provides context for seeking life elsewhere.

Working definition (Astrobiology Primer v2.0, 2016): “The science that seeks to understand the story of life in the Universe … holistically, beyond discovery, into fundamental questions.”
Core research strands:
• Conditions necessary for life to emerge and flourish.
• The origin of life.
• Evolution, adaptation, and limits of life under diverse environments.
• Search for life beyond Earth; habitability of extraterrestrial settings.
• Considering future trajectories of life on Earth and elsewhere.
Transdisciplinary toolkit: physics, chemistry, biology, geology, planetary science, engineering, microbiology, atmospheric science, computer science, philosophy, psychology, Māori studies, etc.

Are we alone in the Universe?
• Universe contains up to $2\,\text{trillion}$ galaxies; how many host Earth-like planets?
How did life originate?
• Earliest microfossils (e.g.
Bitter Springs Fm, Australia, $900\,\text{Ma}$ ).
Was / is there life on other planets? Where to look? What might it look like? (e.g.
Martians on Mars?).
Planetary habitability processes and products: how have Earth and other worlds been transformed through time?

Rare Earth Hypothesis: emergence of complex, intelligent life on Earth required an improbable combination of astrophysical & geological factors → humanity is special.
Principle of Mediocrity: Earth is an average rocky planet in an ordinary solar system → Universe likely teems with life → humanity is not special.
Course will continually revisit evidence supporting or refuting each viewpoint.

Earth system components: Atmosphere, Hydrosphere, Cryosphere, Biosphere, Geosphere.
Earth altered by astronomical environment:
• Dinosaurs’ extinction linked to asteroid impact $65\,\text{Ma}$ .
• Future: Sun evolves into Red Giant in $\sim 5\,\text{Ga}$ → oceans boil, life ends.
→ Biology & astronomy are intrinsically linked.
Importance of planetary stewardship: climate change, ocean acidification, pandemics—all planetary-scale problems.

1968 “Earthrise” photo (Apollo 8): catalysed global environmental movement.
• Quotes: Frank Borman – “What they should have sent was poets ….”
Archibald MacLeish – vision of shared planetary brotherhood.
1990 “Pale Blue Dot” (Voyager 1 @ $6\,\text{billion km}$ ): Carl Sagan’s reflection on the fragility and unity of humanity.

Upon completion students can:
• Describe origin, evolution, and search for life in the Universe.
• Recognise value of transdisciplinary approaches to Big Questions.
• Evaluate debates & ambiguities in defining/recognising life.
• Explain how planetary-science thinking informs solutions to global problems (One Planet, One Humanity).

Intradisciplinary → within one field.
Cross-disciplinary → view one field through another’s lens.
Multidisciplinary → multiple fields tackle a topic but retain boundaries.
Interdisciplinary → synthesis integrating knowledge & methods.
Transdisciplinary → transcend disciplines to create unified frameworks (e.g.
Astrobiology itself).

Four thematic parts:
1. Context for Life in the Universe.
2. Life on Earth.
3. Life in the Solar System.
4. Life Amongst the Stars.
Detailed week-by-week lecture schedule (see slide 45) including geology, biology, astrophysics, Mātauranga Māori, extreme environments, etc.

Journal Entry (Assignment #1)
• Any astrobiology topic; reflective/critical, not mere summary.
• Formats: audiovisual piece, essay (≤ $2000$ words excl. refs), concept/design for tech kit.
• Due $26\text{ Sep}$ ; worth $20\%$ .
Four Online Quizzes
• $5\%$ each (total $20\%$ ).
• 30 min multiple choice; open notes; run in weeks 4, 7, 9, 11.
Virtual Field Trip (Assignment #2)
• Rotorua hot-spring Mars analogue; integrate VFT, rock samples, Mars readings in handwritten field notebook (weeks 3-10).
• Worth $20\%$ .
Final Exam
• Covers lectures weeks 1-11; worth $40\%$ .

Pass requirement: aggregate ≥ $50\%$ AND exam must be sat.
Expected time commitment: $150$ h (24 lecture, 12 tutorial, 44 reading/thinking, 70 assignments & exam prep).

Think conceptually, not by rote; make cross-topic connections.
Nature not compartmentalised ⇒ adopt holistic mindset.
Ask questions; seek clarification on unfamiliar terms.
Be curious, proactive, and respectful in communications (email etiquette specified).
Academic integrity: adhere to University policies (plagiarism, data fabrication, etc.).

Communication via lectures, tutorials, Ed Discussion, office hours (in person/Zoom).
Email policy: use UoA account, include name & ID, clear subject line, professional tone.
Class Rep system: 1 rep per course; attend SSCC meetings (weeks 5 & 10) to relay feedback.

Kathy Campbell (Course Coordinator): paleoecologist/astrobiologist; hot-spring Mars analogue research; proposed Mars landing site to NASA.
Dan Hikuroa: Earth systems, Mātauranga Māori integration; concepts of mauri and indigenous perspectives on time/space.
Jan Eldridge: theoretical astrophysicist; studies exploding binary stars & challenges gender binary myths.
Matthew Egbert: computer scientist; artificial life & mind; self-maintaining systems.
Emily Parke: philosopher of science; conceptual foundations of microbiology & astrobiology.
Ant Poole: molecular evolutionist; origins/evolution of DNA & cellular systems via computational + experimental methods.
Nick Rattenbury: astrophysicist; exoplanet detection via gravitational microlensing; leads nanosatellite engineering teams.
Haritina Mogoșanu: astrobiologist & communicator; planetary protection; NZ Astrobiology Network.
Graduate Tutors: Annahlise Hall (volcanic ash/eruption history), Thomas Stolberger (paleoecology & plate boundary initiation), Barb Lyon (biosignatures in ancient hot-spring deposits).

Comet NEOWISE → delivery of water & organics, relevance to life’s building blocks.
NASA Mars 2020 “Perseverance” rover & ESA JUICE mission → forefront of astrobiological exploration.
Students encouraged to select such topics for journal reflections.

Course is elective / general education; assumes no prior specialised knowledge.
Embrace the transdisciplinary journey—ad astra, “to the stars.”
Next steps: tutorials begin Week 1 (schedule overview + fun “astro pub-quiz”).
“With thanks” slide acknowledges global astrobiology collaborators; field photo from Tikitere / Hell’s Gate.
Lecture ends with Q&A and a 5-minute break.