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 constellation study. Three lecture, two laboratory hours per week.
PREREQUISITES: One year of high school algebra and an acceptable placement score or DSPM 0800 (Elementary Algebra). CO-REQUISITE: DSPM 0850 (Intermediate Algebra)
GENERAL INFORMATION: ASTR 1030 (Astronomy) is a college level physical science course which is transferable to most four year colleges and which, along with one other acceptable science course, meets the science requirement for graduation in most degree programs. This course deals with astronomy topics primarily in a descriptive manner, utilizing minimal mathematical calculations.
INSTRUCTOR’S NAME: Dr. Tim Farris OFFICE: Warf 107-C
PHONE: 230-3297 (or 452-8600, 741-3215, or Toll Free: 1-888-335-8722, ext. 3297)
FAX: VSCC Math & Science Div. (615) 230-3292
E-MAIL ADDRESS: Tim.Farris@VolState.Edu
COURSE WEB SITE: http://www2.volstate.edu/tfarris/ASTR1030
OFFICE HOURS WILL BE POSTED OUTSIDE THE DOOR AND ON THE WEB SITE BY THE SECOND WEEK OF THE SEMESTER.
TEXTBOOK: Discovering the Universe (w/CD), 7th Ed., by Comins & Kaufmann; Publisher: Freeman.
SUPPLEMENTARY MATERIAL: Maps, tables, etc., will be supplied as needed. Periodicals and astronomy books are available in the Thigpen Library. Lab write-ups are on the course web site.
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 sample directly.
23. Detail the process of radioactively dating rocks, whether they are from the 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 show 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 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 the 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 an electronic approach 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 the Cepheid 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.
104. Describe the observational evidence for the big bang model.
105. Describe the major features and events of the big bang model.
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, homework assignments and lab reports. Student participation in class and laboratory activities will also provide evidence pertaining to this accomplishment.
POLICIES AND PROCEDURES
ATTENDANCE: Regular attendance is expected at all lecture and laboratory sessions and may be a factor in grade determination. This is justified by the fact that extensive use is made of audio‑visual material in the course presentation. A schedule of the course topics and test dates will provided during the first week of classes.
GRADE DETERMINATION: Grades are determined by:
Tests 50%
Homework 10%
Laboratory Exercises 20%
Final Exam 20%
The grade scale is: 90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
0 – 59 F
TESTS: You will have 4 tests throughout the semester, plus a comprehensive final exam. No test grade will be dropped. Make‑up tests are not given for any reason. If one test is missed with a valid excuse, the final exam grade will be the grade for the missed test. Any additional tests missed or any tests missed without a valid excuse will be given grades of zero (0).
HOMEWORK: You will have regular homework consisting of questions from the book or other assignments. Homework (or lab reports) turned in late will be penalized. Vanderbilt’s Dyer Observatory holds regular public nights. For a current schedule and directions go to Dyer’s homepage at http://www.dyer.vanderbilt.edu/. If you attend one of these sessions and turn in a written description of your experience, you will receive up to a 20-point bonus homework grade. (While you are encouraged to attend as many sessions as you can, you will receive only one bonus grade.) When you go, make sure you sign the guest roll in case verification of your attendance is needed.
LABS: For most labs you will turn in a written lab report, and you will be graded on the quality of your lab work and on how well you communicate your understanding in your report. There will be no make-up labs except in extreme circumstances. Any lab missed will receive a grade of zero (0). The lowest lab grade will be dropped. You will need pencils and a calculator, preferably one that can do sin and cos. You will also be given an Observation Log to complete over the semester which will count as one lab grade.
OTHER REGULATIONS: Students are bound by all rules and regulations specified in the college catalog and Student Handbook, especially Conduct & Discipline section C(2). Cheating will not be tolerated. If you cheat on a test or the final exam, you will earn an F in the course. Any other instance of cheating will result in at least a zero on that assignment. Be aware that cheating can be receiving or giving unapproved aid on an assignment. On many assignments you will be allowed to work with others, but unless you are specifically told that you may work together, you must do your work individually.
ADA Statement: In compliance with the Americans with Disabilities Act, students are encouraged to register with the Office of Disability Services for assistance with accommodations. 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 the basement of the Wood Campus Center, Room 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.