I. ASCRC General Education Form
Group
XI Natural Sciences
Dept/Program
Physics & Astronomy
Course Title
Prerequisite
Course #
ASTR U 142N
The Evolving Universe: Theories and Observation
MATH 121 or equivalent
Credits
4
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phone / Email
Diane Friend
4299
Date
9/18/08
diane.friend@umontana.edu
Program Chair
Andrew Ware
Dean
Gerald Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
This course is an overview of recent developments in planetary system formation, stars, galaxies, and
cosmology. This course combines lecture and laboratory experiences and is seen as a small honors
substitute for our large introductory astronomy course and lab, ASTR 132N and 135N. As in those
courses, we stress the goals of a natural science course, including the gathering and interpretation of
data, testing of hypotheses, and identification of natural laws.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
1. Courses explore a discipline in the natural
The primary purpose of this course is to
sciences and demonstrate how the scientific
teach students about the process of science.
method is used within the discipline to draw
Relationship between observation,
scientific conclusions.
experiment, and theory is examined
throughout the course.
2. Courses address the concept of analytic
Broad classes of physical and astronomical
uncertainty and the rigorous process required to phenomena are explained by using a small
take an idea to a hypothesis and then to a
set of physical laws. Students examine the
validated scientific theory.
evolution of scientific theories concerning
the origin and evolution of planetary
systems, galaxies, and the universe, the
interplay between observation, modeling,
and advancing technologies in the evolution
of these theories, and how to critically
examine data purported to support these
theories.
Students become competent in the use of
telescopes, a variety of sky simulation
software programs, star maps, and how to
use web resources to find astronomical data.
Activities include spectral identification,
solar and night sky observing,
experimentation with astronomical distance
determination methods, photoelectric
photometry, and an examination of stellar
evolution, characteristics of our galaxy,
galactic evolution, and the expansion of the
universe. For a specific example: Students
formulate a hypothesis for how they can use
a light bulb to measure the luminosity of the
Sun. They devise a set of experiments in the
lab to determine how this can be done,
quantify their sources of error, then use this
knowledge to measure the luminosity of the
Sun, discuss their results with the class, and
then hypothesize how the methodology
could be adapted for other astronomical
measurements.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
The great synthesizing principles relevant to
1. Students will understand the general
the make-up and evolution of the universe are
principles associated with the discipline(s)
emphasized: fundamental forces, the nature of
studied.
matter and radiation, the nature of spacetime.
2. Students will understand the methodology and Students engage in experimental,
observational, and computer modeling
activities scientists use to gather, validate and
activities that mirror the actual methods
interpret data related to natural processes.
astronomers use to determine many of the
properties of planetary systems, stars,
galaxies, and the universe. A few examples:
students use a telescope and photometer to do
color photometry on a star cluster to
determine its age and distance, they analyze
radial velocity data from Sun-like stars to
detect extrasolar planets and determine some
of their properties, they use a solar telescope
to observe the Sun over time to deduce
something about solar rotation and solar
activity.
3. Lab courses engage students in inquirybased learning activities where they formulate a
hypothesis, design an experiment to test the
hypothesis, and collect, interpret, and present
the data to support their conclusions.
3. Students will detect patterns, draw
conclusions, develop conjectures and
hypotheses, and test them by appropriate means
and experiments.
4. Students will understand how scientific laws
and theories are verified by quantitative
measurement, scientific observation, and
logical/critical reasoning.
5. Students will understand the means by which
analytic uncertainty is quantified and expressed
in the natural sciences.
Class activities are specifically designed to
address these goals. From long-term lab
activities (examples given above) to shorter
discussion activities (such as using time
sequences of solar images taken in different
wavelengths to study solar activity over time),
students are required to utilize image and
measurement data sets to look for patterns,
draw inferences, and test hypotheses.
The scientific method is routinely applied to
test hypotheses. Experimental verification of
theory is emphasized.
Experimental labs require students to take
measurements, analyze data, formulate
conclusions, and make predictions. These
labs focus on understanding general
physical principles that are fundamental in
astronomy. Sources of analytic uncertainty
are discussed throughout the course and
students are required to address this in
regards to their own work in many of the
labs.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.