ASTRONOMY 1030 VIDEO (4)
DESCRIPTION: A study of the universe beginning with the earth-moon system, the planets and their satellites, the sun, asteroids and comets, and continuing to the stellar system. Star classifications, energy processes, star groups, evolution of stars and larger associations such as galaxies are studied. Laboratory exercises include sky observations and constellations study. PREREQUISITES: One year of high school algebra and an acceptable placement score, DSPM 0800, or DSM 085.
OFFICE HOURS WILL BE POSTED OUTSIDE THE DOOR BY THE SECOND WEEK OF THE SEMESTER.
REQUIRED MATERIALS (Available in the VSCC Bookstore):
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Horizons, Exploring the Universe, 10th edition with CD by Michael A. Seeds, Publisher: Brooks/Cole |
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Course Student Guide for Astronomy: Observations & Theories, 2nd Ed. by Cusano, Levine, Sibbernsen, Publisher: Brooks/Cole |
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Astronomy Through Practical Investigations Set (Laboratory Exercises) Star and Planet Locator with Instructions, Protractor and Metric Ruler - Packaged with the Lab Exercises |
Also...
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Set of DVD's to be checked out from the College @ Home desk, 2nd floor of the Thigpen Library |
GENERAL EDUCATION GOAL: The general education goal of this course is to provide scientific information and instruction in the thought processes involved in the scientific method of inquiry.
GENERAL EDUCATION OUTCOMES: As a result of completing this course successfully, students will have demonstrated an acceptable level of mastery of designated scientific facts, concepts, and principles and demonstrated an understanding of and ability to apply the scientific method of inquiry. Additionally, mastery of the content of this course will contribute a degree of scientific literacy to the liberal arts course of study.
OTHER GOALS: This course also seeks to provide opportunities to apply problem-solving skills and to acquire critical skills for the assessment and evaluation of values. Additionally, this course will require effective communication skills in both receiving and giving information.
OUTCOME STATEMENTS: Upon completion of this course the student will have demonstrated the ability to:
1. Recognize the cycles of nature and to identify the specific object and/or motions which determine the cycle of the day, the month and the year.
2. Recognize at least one new constellation per week, with emphasis on the signs of the zodiac and those with particularly bright stars.
3. Specify several differences between astrology and astronomy, and explain their interdependence.
4. Reconstruct man's early models of the universe and of the solar system.
5. List Galileo's major scientific works and discoveries.
6. Explain why Galileo's discovery of the phases of Venus disproved the Ptolemaic system.
7. Explain what is meant by Summer constellations, Fall constellations, Winter constellations, and Spring constellations.
8. Sketch the Ptolemaic system and tell how it explains the retrograde motion of the planets.
9. List the major contributions of Kepler.
10. Explain why a planet neither travels in a straight line nor does it collide with the sun.
11. Express Newton's three laws of motion in your own words, as though you were explaining the concepts to a person for the first time.
12. List six different classifications of radiation within the electromagnetic spectrum.
13. Explain why light is dispersed whenever it is refracted.
14. State two distinctly different things that can be discovered about a star by observing its spectrum.
15. Discuss the dual nature of light.
16. Diagram at least three different reflector telescope designs and one refractor telescope design.
17. State the cause of chromatic aberration in a simple refractor and explain how this defect may be corrected.
18. Diagram the Schmidt Camera design and tell its particular advantage.
19. Identify the technology which was necessary in order to open up ultraviolet astronomy.
20. Explain how the relatively poor resolution of a radio telescope can be improved.
21. Clearly define the concepts of mass, volume, and density.
22. Explain how the nature of the interior of the earth may be determined when it cannot be sampled directly.
23. Detail the process of radioactively dating rocks, whether they are from earth or moon.
24. Explain the composition and effect of ozone in the earth's atmosphere.
25. Describe the apparent motion of objects in the sky which is due solely to the earth's rotation.
26. Describe the apparent motion of the sun in relation to the background of stars, due to the earth's revolution.
27. Explain all of the factors which contribute to making seasons on earth.
28. List the factors which produce precession in the earth and give at least two consequences of that motion.
29. Reconstruct the parallelism between the system of latitude and longitude on earth with the system of right ascension and declination in the sky (celestial sphere).
30. List at least four major and two minor surface features of the moon.
31. Draw a diagram illustrating why the moon goes through phases.
32. Classify the three basic moon rock types.
33. Describe the moon's rotation and revolution in relation to each other and discuss the principal theory regarding the evolution of these motions.
34. Explain the difference between a sidereal month and a synodic month.
35. Discuss the cause of tides, relating them to the motion of the moon and its phasing cycle.
36. Explain the circumstances which produce an eclipse of the sun (total, partial and annular) and tell how often a solar eclipse may be expected.
37. Make a drawing which shows the circumstances which produce a lunar eclipse and explain why the moon does not go totally dark even under "total eclipse" conditions.
38. Recognize the planets that are visible during this course of study and state the constellation in which they are seen.
39. Explain why planets periodically appear to move westward among the stars, based upon our current understanding of the solar system.
40. State at least two distinguishing characteristics of each planet.
41. Give several indications of the fact that Mars can be classified as geologically alive.
42. State at least four distinctive ways the space program has permitted better observation of the planets.
43. Describe the "greenhouse effect" and give the planet on which it is most predominant.
44. Recognize any of the Jovian planets that are visible during this course of study and state the constellation in which they are seen.
45. Explain why the Jovian planets periodically appear to move westward among the stars (to retrograde).
46. State at least two distinguishing characteristics about each of the Jovian planets.
47. Contrast at least two theories of the origin of the solar system and relate the facts which seem to point to a single most favorable theory.
48. State at least four ways the space program has provided a higher level of knowledge of the Jovian planets.
49. Sketch the orbits of three different groupings of asteroids.
50. Discuss the changing nature of a comet as it moves in its orbit around the sun.
51. Explain how meteor showers can be predicted and describe the best time for viewing such.
52. Classify meteorites and explain how their age may be found.
53. Discuss the Siberian event of 1908 and add one's own speculation as to its explanation.
54. Contrast tektites and meteorites, and review the principal theories regarding tektite origin.
55. Contrast the true and apparent motions of comets and meteors.
56. Describe the physical nature of the sun, as a model star, including its diameter, mass and density.
57. Describe the principal source of energy within the sun.
58. Explain the mechanism which produces the following phenomena: granulation of the photosphere, sunspots, spicules.
59. Explain why the solar spectrum is an absorption spectrum and tell what can be read from that spectrum.
60. Discuss the sunspot cycle, including the explanation of the "butterfly" pattern.
61. Explain how the magnetic fields of the sun can be read from on earth and relate these to sunspots.
62. Describe the method for viewing solar prominences and interpret what is actually happening to produce them.
63. Describe the circumstances which produce a solar flare.
64. Tell why it is so difficult to specify the motion of a star in any absolute fashion.
65. Explain the method of moving clusters as a means of finding star distances.
66. Discuss both photographic and electronic approaches to the measurement of star brightness.
67. Tell the sense in which the modern magnitude (brightness) scale preserves the work of Hipparchus and the sense in which it expands his work.
68. Define the absolute magnitude of a star and find a specific value of absolute magnitude when given the apparent magnitude and distance to a star.
69. Discuss the relationship between the spectrum of a star and its surface temperature.
70. Sketch and discuss the H‑R diagram, telling why stars fall in certain regions of that diagram.
71. List the steps in the method of spectroscopic parallax.
72. Discuss the great variety of stars, placing them into at least six different categories of size and temperature combinations, and tell how those which are not visible in ordinary light may be detected.
73. Define a binary star system and differentiate between optical, visual, spectroscopic and astrometric binaries.
74. Explain the great value of binaries with regard to the determination of the mass of each star.
75. Explain the basic relationship between the masses of stars and their absolute magnitudes.
76. Classify different kinds of star clusters and discuss possible explanations regarding the origin of each type.
77. Discuss the motion of globular clusters in relation to the Milky Way galaxy.
78. Describe the physical changes a star like delta‑Cephei must go through to create the changes seen in its output of energy.
79. Sketch the relationship between the periods of various Cepheids and their absolute magnitudes, differentiating between Type I and Type II.
80. Explain how the Cepheid type variable can be used to find the distance to itself.
81. Contrast the RR Lyrae and the Cepheids with regard to their range of periods and their absolute magnitudes.
82. Give examples of at least six different particles (and/or molecules) which are typically found in the space between stars.
83. Relate three ways in which interstellar gases exhibit themselves.
84. Give the five most prevalent atoms which appear in interstellar molecules and tell how those molecules are detected.
85. Describe the way astronomers know that dust exists between the stars and how they measure its amount along a line of sight.
86. List at least two specific nebulae which show emission and two which show absorption phenomena.
87. Characterize the life cycle of a star and give evidence for each step in that cycle.
88. Trace the sources of energy in a star at different stages in its life cycle.
89. Sketch on the H‑R diagram the evolutionary life cycle of a typical star of one solar mass, and then of three solar masses.
90. Discuss the production of elements, heavier than helium, in the core of a hot star.
90. State the best evidence for the existence of neutron stars.
91. State the best evidence for the existence of a black hole.
92. Relate the rate of star evolution to the mass of the star.
93. Describe the shape of the Milky Way galaxy and tell how this shape can be determined even though we cannot leave the Galaxy to photograph it.
94. State the "ballpark" figure for the number of stars in the Milky Way galaxy and tell how this estimate was made.
95. Explain why our estimate of the mass of the Milky Way galaxy is not static but has recently increased and may increase still more.
96. Discuss the use of the 21 cm radio signal to map the distribution of material in the Milky Way galaxy and specifically tell how we know the Galaxy has arms.
97. State the general motion of the Milky Way galaxy and give the velocity of the sun as a part of that motion.
98. Classify star types in the Milky Way galaxy, in relation to the halo, semi‑flattened halo and the disk.
99. Sketch the basic shapes of the galaxies.
100. Define the "local group" of galaxies and give the type of galaxies which belong to that group.
101. Cite evidence for the fact that the universe is expanding.
102. Contrast an "open" universe with that which may be called "oscillating" or "closed."
103. Contrast elliptical and spiral galaxies with regard to typical masses, typical diameters, luminosity in general, rotation and composition.
METHODS OF ASSESSMENT: The expected outcomes for the course will be assessed at intervals by means of periodic tests, laboratory exercises and a final exam. Laboratory activities afford the opportunity to assess manual, logical and interpretive skills. Testing will include both objective and subjective forms of questioning. Effective communication skills will be assessed by means of student reading assignments with written assignments. Student participation in laboratory activities will also provide evidence pertaining to this accomplishment.
POLICIES AND PROCEDURES
GRADE DETERMINATION: Your instructor will provide the grading scale and information on how your grade will be calculated in a separate document.
MAKE‑UP TESTS: Make‑up tests will be available, provided there is adequate justification. If you feel you need to take a make-up test, contact your instructor as soon as possible. Make-ups will be administered at the College at Home Office in the Library. Their telephone number is 230-3409; you must call and schedule an appointment to take a test with the College@Home Office.
ADA Statement: It is the student's responsibility to self identify with the Office of Disability Services in order to receive accommodations. Disability Services is located in Wood 108. Only those students with official documentation from the Office of Disability Services will receive services.
Equal Opportunity Statement: Volunteer State Community College is an equal opportunity Affirmative Action Educational Institution. No person shall be excluded from participation in, be denied the benefit of, or be subjected to discrimination under any program or activity of the College because of race, color, national origin, age, or handicap. The College also complies with the Age Discrimination in Employment Act of 1967, as amended and with the Vietnam Era Veterans' Readjustment Act of 1974. The commitment to equal opportunity applies to all aspects of recruitment, employment and education of individuals at all levels throughout the College.
GENERAL DESCRIPTION AND INSTRUCTIONS:
1) There are 20 video programs, each one coordinated with the textbook and the Course Student Guide, and 10 labs. This means that on the average you must complete two lessons per week. You must follow the directions given in the Course Student Guide to complete each lesson.
2) A list of dates will be included which shows dates for submitting the written assignments, labs and observation log and for the scheduled tests.
3) There are laboratory exercises to be completed during the course. You can expect these exercises to take at least a couple of hours to complete. This is equivalent to the time you would spend in a traditional class with a two-hour lab section and accompanying lab report. Several of the labs require clear skies or observations over several days. Plan ahead! You will be provided with a list of due dates for the labs.4) As part of these instructions you will be furnished an observation log which is to be completed and returned to the instructor by the date specified on the list of homework due dates. This observation log should be completed over the entire semester.
5) You are being furnished a list of dates that you may visit Vanderbilt's Dyer Observatory for a lecture and observation through their telescope. Additional information about Dyer Observatory may be found at www.dyer.vanderbilt.edu/. Your instructor may provide bonus credit for visits to Dyer.6) An example of completing a lesson is shown below:
Refer to the Course Student Guide. Look at Lesson 4, page 51, The Birth of Astronomy. Follow the directions in the sequence given. It describes what you should do before viewing the video, at what point you should view the video and what to do after viewing the video. Especially be sure and complete the Review Exercises and take the self test on pages 61-67. Use this completed work to study for the quizzes and exams. Once you have completed this background work, then complete and turn in the written assignment for that lesson.Follow similar procedures for each lesson.
7) You are required to take all scheduled tests and a final exam. Your instructor will provide a schedule for these tests and the material covered on those tests. Notify your instructor as soon as possible if you cannot take a test on the scheduled date.8) Observation Log
Using the Star and Planet locator to aid (in your Astronomy Through Practical Investigations Set), find the stars and constellations listed on the Observation Log. Using the protractor (also in that set), estimate the angle of the star or constellation above the horizon at the time and date observed. Some of these stars and constellations may not be visible at this time of year. If that is the case, so state. Also determine the horizontal direction (angle from due north) that the object is located. The Observation Log is intended to be completed over several sessions throughout the semester. Do not try to do this in one night! Some of the stars and constellations are visible only early in the semester or late in the semester, and you will miss them if you don’t observe throughout the semester.9) Turning in Assignments
You may turn in your assignments by mail or email. Email is the preferred method, but to avoid transmitting viruses, include your work in the text of the email and not as an attachment. Please include your last name in the subject if it is not part of your email address. In the subject line, identify the lesson number(s), and if you have a question, type “Question” in the subject line also. For example:ASTR1030: Lessons 9, 10 & Question
orJ. Jones ASTR 1030: Lessons 9, 10 & Question
When mailing in an assignment, put your name on each page or packet of pages (in order please!), and include proper postage. To be counted as “on time,” emails must bear a time stamp showing they were sent on or before the date due. Regular mail must bear a postmark on or before the date due. (Note that if you put your mail in a drop box or mail box after the last pick up of the day, it will receive the next day’s postmark.)