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Introduction to Astronomy
ASTR105
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Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
ASTR105
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Introduction to Astronomy
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
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expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
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Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Introduction to Astronomy | ASTR105
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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About
Introduction to Astronomy | ASTR105
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Introduction to Astronomy | ASTR105
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Introduction to Astronomy | ASTR105
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Introduction to Astronomy | ASTR105
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Introduction to Astronomy | ASTR105
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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Library
Introduction to Astronomy | ASTR105
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Other Resources
Introduction to Astronomy | ASTR105
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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IDEA
Introduction to Astronomy | ASTR105
Faculty Evening Course Overview
Course Description
This course examines astronomical phenomena and concepts including the solar system, start,
galaxies, planetary motions, atoms and radiation and the origin and evolution of the universe.
Course Materials
Bennett, Jeffrey, (2012). The Essential Cosmic Perspective (6th ed.). San Francisco, CA: AddisonWesley | ISBN 9780321715364
(includes access code for Astronomy Media Workbook and SkyGazer 5.0 software)
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
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outcomes
IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Introduction to Astronomy | ASTR105
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Learning Outcomes
Assignments
Points
Categorize the movement of objects in the Universe and explain the principles that govern them.
In-Class Activities
20 pts
Assess the importance of studying astronomical phenomena in our daily lives.
Discussion and Response
10 pts
Distinguish the different motions of the Moon, the planets and explain how humans observed and
accounted for changes in their movement
Astronomy Media Workbook
10 pts
Determine the motions of the heavens and how they can be simulated
Astronomy Media Workbook
10 pts
Compile a list of phenomena as a result of the Earth having no moon.
In-Class Activities
20 pts
Build an argument for increased spending in the astrophysics or astronomy field
Discussion and Response
10 pts
Describe solar system objects and how we discover other solar systems.
In-Class Discussion
20 pts
Examine the characteristics of the motions of the terrestrial planets
Astronomy Media Workbook
10 pts
Defend a position on whether humans would exist if an asteroid collision had not occurred 65 mya
Discussion and Response
10 pts
Describe the Sun's structure, fuel source and surface processes compared to other stars
In-Class Activities
20pts
Determine the conditions needed for solar eclipses to occur
Astronomy Media Workbook
10 pts
Discuss how the issue of global warming may be better studied by studying the Sun
Discussion and Response
10 pts
Identify basic features of the Solar System and how astronomers study them
Quiz
30 pts
Identify characteristics and the life stages of stars and interpret the HR diagram
In-Class activities
20 pts
Develop an argument that refutes or supports the idea that humans will survive long enough to
see the Sun turn to a red giant star
Discussion and Response
10 pts
Determine the conditions needed for lunar eclipses to occur
Astronomy Media Workbook
10 pts
Classify the galaxies by type, explain how distances to galaxies are measured and describe how we
observe the life cycle of galaxies and other galactic objects.
In-Class Activities
20 pts
Identify and determine the location of Messier objects, nebulae, and clusters
Astronomy Media Workbook
10 pts
Defend your opinion as to whether we can prove the existence of supermassive black holes.
Discussion and Response
10 pts
Defend opinions on Universe ending in a Big Bang or a Big Crunch and the possibility of ET life
In-Class Discussion
20 pts
Choose one of the discoveries made in modern astronomy and discuss its importance to widening
our view of the Universe
Final Essay Questions
30 pts
Examine and compare the possible explanations for Fermi's paradox.
Discussion and Response
10 pts
Determine the differences among the galaxies and their magnitude limits
Astronomy Media Workbook
10 pts
Total: 340 pts
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12
Learning Outcomes
Introduction to Astronomy | ASTR105
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
Introduction to
Astronomy
•
•
•
•
Review ch. 1, pp. 1-25
Group Assignment: , Bennett p. 24, #38
In-Class Activity: Rotation vs Revolution, Bennett p. 16
In-Class Activity: Test Your Understanding, Bennett p. 23
01 B
online
Observing the Universe
•
•
•
Reading: ch. 2 and 3, pp. 26-83
Complete ch. 1 parts 1,2,3 in *AMW
Discussion Posting
02 A
F2F
Understanding Natural
Forces
•
•
•
Review ch. 4, pp. 84-109
Group Assignment: , Bennett p. 81, #44
In-Class Activity: Listing phenomena, Bennett p. 41
02 B
online
Studying Light
•
•
•
Reading: ch. 5, pp. 110-141
Complete ch. 6 parts 1,2,3 in *AMW
Discussion Posting
03 A
F2F
The Solar System and the
Terrestrial Planets
•
•
•
Review ch. 6 and 7, pp. 142-233
Group Assignment: Bennett p. 139, #57
In-Class Activity: Solar System Scale, Bennett p. 156
03 B
online
The Jovian Planets and
Other Solar System
Objects
•
•
•
Reading: ch. 8 and 9, pp. 234-285
Complete ch. 13 parts 1,2,3 in *AMW
Discussion Posting
04 A
F2F
Our Star, the Sun
•
•
•
Review ch. 10, pp. 286-307
Group Assignment: , Bennett p. 307, #55
In-Class Activity: Sunspots (website)
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Course Schedule
Introduction to Astronomy | ASTR105
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
04 B
online
Studying Other Stars
•
•
•
Reading: ch. 11, pp. 308-331
Complete ch. 11 parts 1,2,3 in *AMW
Discussion Posting
05 A
F2F
The Composition of Stars
•
•
•
Review ch. 12, pp. 332-361
Group Assignment: Bennett p. 331, #52
In-Class Activity: H-R Diagram, Bennett p. 320
05 B
online
Stellar Evolution and
Variety
•
•
•
Reading: ch. 13, pp. 362-385
Complete ch. 18 parts 1,2 in *AMW
Discussion Posting
06 A
F2F
The Milky Way Galaxy
•
•
•
Review ch. 14, pp. 386-409
Group Assignment: Bennett p. 408, #38
In-Class Activities: Galaxy Classification
06 B
online
Other Galaxies and
Cosmology
•
•
•
Reading: ch. 15, pp. 410-443
Complete ch. 19 parts 1,2,3 in *AMW
Discussion Posting
07 A
F2F
Matter, Energy and the
Fate of the Universe
•
•
•
Review ch. 16, pp. 444-469
Group Assignment: , Bennett p. 469, #53
In-Class Discussion: Big Bang?
07 B
online
The Big Bang
•
•
•
Reading: ch. 18, pp. 500-535
Complete ch. 20 parts 1,2 in *AMW
Discussion Posting
* AMW = Astronomy Media Workbook
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14
Course Schedule
Introduction to Astronomy | ASTR105
Faculty Evening Session 1A
Learning Objectives
1. Contrast the modern view of the Universe and how it may have looked in the past.
2. Relate the size of the universe compared to the solar system and the Milky Way galaxy
3. Summarize the motions of Earth in the solar system, the Milky Way and the Universe.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 1, pp. 1-25
Individual Assignments
1. A good way to start the course is to have the students consider the statements made in the Test
Your Understanding on page 23 of ch. 1. It will give them an appreciation for the space and time
needed to study astronomy and arrive at sound conclusions.
2. It is imperative that students have a good understanding of the difference between rotation and
revolution since it is used throughout the book. Using a pencil and another object, have everyone
demonstrate that the pencil can spin (rotate) on its axis while it moves around (revolves) around
another.
3. Participation answering questions such as:
1. What is our place in the Universe?
2. How big is the Universe?
3. Are we ever sitting still in space?
Group Assignments
1. The group exercise as stated on page 24 (#38) assigns students to a particular role: counting the
Milky Way’s Stars. It will give students a better appreciation for the size of our galaxy and how it is
virtually impossible to get an accurate count since we are inside the same galaxy.
2. Find the speed of light as stated in chapter 1. Calculate the answers to questions 44 and 45 on
pages 24 and 25.
3. Discuss the importance of the statement by Carl Sagan that we are made of “star Stuff”.
In-Class Assignments
In small groups or individually, answer the questions in Test Your Understanding on page 23. Defend
each of your answer based on your present understanding of the Universe.
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15
Session 1A
Introduction to Astronomy | ASTR105
Faculty Evening Session 1B
Learning Objectives
1.
2.
3.
4.
5.
Explain how and explain why star patterns change in the sky over a year.
Summarize the cause of the seasons on Earth
Illustrate the phases of the moon and conditions for eclipses
Outline the ancient roots of scientific thinking and of astronomy
Examine how some of the early astronomers like Johannes Kepler studied the heavens
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 2 and 3, pp. 26-83
Individual Assignments
Discussion
1. Present an argument for the importance of studying astronomical phenomena in our daily lives.
How might this branch of science have a direct impact on how we live or possibly become extinct?
2. Complete the exercise from the Astronomy Media Workbook
In-Class Assignments
N/A
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16
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 2A
Learning Objectives
1. Explain how motion, mass and weight are expressed.
2. Categorize Newton’s laws of motion and how objects obey those laws.
3. Explain the causes of gravity and ways that we see its effects.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, ch. 4, pp. 84-109
Individual Assignments
1. To get students thinking about process of science, have them consider a statement like “the solar
system orbits the Milky Way Galaxy every 230 million years”. How can this be proven or
disproven?
2. Participation answering questions such as:
1. How do we describe motion?
2. What are Newton’s three laws of motion?
3. What keeps a planet rotating and revolving?
Group Assignments
1. In groups, have students discuss the social consequences of astrology and its beliefs using the
stars and planets as guides. This is the question stated on page 81, number 44.
2. Predict the state of the world if Einstein had not developed his energy/mass conversion equation
3. Compile a list of benefits and drawbacks that weightlessness may have on humans
In-Class Assignments
Compile a list of phenomena as a result of the Earth having no moon.
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17
Session 1A
Introduction to Astronomy | ASTR105
Faculty Evening Session 2B
Learning Objectives
1. Compare light and matter. How are they different?
2. Differentiate among the three types of light and explain what they can tell us about an object
3. Classify the types of telescopes used by astronomers and explain why some are placed in space.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, ch. 5, pp. 110-141
Individual Assignments
Discussion
1. As we are all keenly aware, Congress must make decisions regarding how to allocate funds for
basic research and applied technologies. If you were in Congress, what arguments would you
make for spending funds for basic research in an area like astronomy or astrophysics. You can
look at a site such as http://www.astronomyforum.net to give you some ideas.
2. Complete the exercise from the Astronomy Media Workbook
In-Class Assignments
N/A
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18
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 3A
Learning Objectives
1.
2.
3.
4.
5.
Simplify the shape, size and possible origin of our solar system
Classify the planets into two types and their possible mode of formation
Explain how we can detect extrasolar planets and compare them to our solar system
Outline some of the features that are similar and that are unique to Earth
Distinguish some of the geological features of Mercury, Venus and Mars
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 6 and 7, pp. 142-233
Individual Assignments
1. Using a metric ruler, a piece of adding machine tape and page 156 of the textbook, have students
draw out a model solar system with the Sun at one end and measure out the distances as shown
in the Average Distance from the Sun column. The distance in AU’s can correspond to
centimeters.
2. Participation answering questions such as:
1. What does the solar system look like and what features provide clues to its formation?
2. What is the origin of asteroids and comets
3. How might we revise our theory of solar system formation?
4. What processes shape Earth’s surface?
5. How does compare to Mercury, Venus, and Mars?
Group Assignments
1. Consider the question posed on page 233, #62 – terraforming Mars. Students should be able to
assemble a list of necessary items and ways to acquire them on Mars.
2. Check your understanding of finding extrasolar planets by answering the questions in the visual
skills check on page 186.
3. Defend your opinion on whether you think radiometric dating is a reliable way to measure time.
In-Class Assignments
N/A
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19
Session 1A
Introduction to Astronomy | ASTR105
Faculty Evening Session 3B
Learning Objectives
1. Categorize some of the characteristics of the Jovian planets.
2. Identify and describe the moons and ring systems associated with the Jovian planets.
3. Locate the presence of asteroids, meteoroids, and comets in the solar system and describe their
motion.
4. Explain why Pluto is no longer considered a planet.
5. Explain how cosmic collisions may have been responsible for major changes on Earth.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 8 and 9, pp. 234-285
Individual Assignments
1. Complete the Quick Quiz from ch. 8 and 9, pp. 258 and 282
2. Complete the exercise from the Astronomy Media Workbook
Discussion
Suppose the impact of an asteroid did not occur 65 million years ago as we now think happened. How
would our planet be different? Do you think mammals would become the dominant form of life? Would
humans be here? Defend your answer with a logical explanation.
In-Class Assignments
N/A
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20
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 4A
Learning Objectives
1. Determine the forces and energy transformations that exist in and around the Sun.
2. Explain the causes for changes in solar output.
3. Outline the process of nuclear fusion in the Sun from the core outward.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 10, pp. 286-307
Individual Assignments
1. Have students plot sunspot activity as a function of time so they can see the fluctuations and the
cyclic nature of sunspots. Provide a piece of graph paper. A site such as
http://science.nasa.gov/heliophysics/ can provide data.
2. Participation answering questions such as:
1. What causes the sun to shine?
2. How do we know what is happening inside the Sun?
3. How does solar activity vary with time?
Group Assignments
1. Have students discuss and report out their findings to answer question number 55 on page 307
regarding global warming.
2. Discuss the role of the Sun on Earth as explained in Discussion Question 54 on page 307.
3. Choose several of the statements made in Test Your Understanding on page 306. Students should
determine if the statement makes sense and be able to defend their answer.
4. Describe the effects on earth if the Sun’s a. gravity exceeded heat of expansion and b. heat of
expansion exceeded gravity.
In-Class Assignments
The instructor will facilitate a quiz on the basic features of the Solar System.
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21
Session 1A
Introduction to Astronomy | ASTR105
Faculty Evening Session 4B
Learning Objectives
1. Explain how astronomers measure stellar luminosities, temperatures and masses.
2. Construct and analyze the patterns found in the H-R diagram.
3. Compare the type of star clusters and how we can find their age.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 11, pp. 308-331
Individual Assignments
1. Complete the Quick Quiz from the ch. 11, p.330.
2. Complete the exercise from the Astronomy Media Workbook.
Discussion
Will humanity still be in existence and continue to survive when the Sun becomes a red giant 5 billion
years from now? Present an argument for your position.
In-Class Assignments
N/A
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22
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 5A
Learning Objectives
1. Explain how stars form and the stages they go through.
2. Compare the life cycle of a low mass star and a high mass star.
3. List the characteristics of a star that may change its life story.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 12, pp. 332-361
Individual Assignments
1. Give student a blank H-R diagram with only the temperatures and luminosities labeled on the
axes. Have them plot the path of the lifespan of a star the mass of the sun, a low mass star and
high mass star.
2. Participation answering questions such as:
1. How do stars form?
2. What are the stages of a high and a low mass star?
3. How does a star’s mass make the elements necessary for life?
Group Assignments
1. The group will consider the question posed by problem #39 on page 360. The discussion should
center on the amount and kind of support we have for the models astronomers have created for
the stellar characteristics listed.
2. Predict the effects on Earth when the Sun evolves to its red-giant stage.
3. Evaluate this statement. “The gold in my ring came from a supernova explosion.”
4. Compare how brown dwarf stars are like Jovian planets. How are they dissimilar?
In-Class Assignments
N/A
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 1A
Introduction to Astronomy | ASTR105
Faculty Evening Session 5B
Learning Objectives
1. Determine the characteristics of a white dwarf star and explain how they interact in a binary
system.
2. Determine the characteristics of a neutron star and explain how they interact in a binary system.
3. Define a black hole and describe how they might interact with matter.
4. Examine the cause of a gamma ray burst.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch.13, pp. 362-385
Individual Assignments
1. Complete the Quick Quiz from the ch. 13, p. 382.
2. Complete the exercise from the Astronomy Media Workbook.
Discussion
The saying “fell into a black hole” has some validity to it in everyday language. But it also has some
inaccuracies when compared to a real black hole. Use discussion question #51 on page 383.
In-Class Assignments
N/A
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24
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 6A
Learning Objectives
1.
2.
3.
4.
Construct a model of our galaxy and how stars move within it.
Explain how gases and matter are used within the galaxy.
Outline the history of our galaxy and explain how halo stars contribute to the theory.
Analyze some of the evidence for a black hole at the center of the galaxy.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 14, pp. 386-409
Individual Assignments
1. Go through each of the statements in “Does it Make Sense?” on page 407 and decide if each is
true or false and explain how you know.
2. Participate answering questions such as:
1. How do stars orbit the Milky Way Galaxy?
2. How is gas recycled in our galaxy?
3. How did our galaxy form?
Group Assignments
1. As a group, students will discuss the occurrence and location of star clusters relative to or galaxy.
Use the format as prescribed on page 408, #38.
2. Determine the characteristics of galaxies as seen through different wavelengths. Use the visual
skills check on page 406 and answer the six questions.
3. Describe how the Milky Way would look if you could watch it over the next 100 billion years.
4. Construct a diagram of a galaxy like the Milky Way labeling regions such as galactic center, x-ray
binaries, galactic disk, and spiral arms. Include the position of the solar system.
In-Class Assignments
Given a collection of image of galaxies from the text or external sources such as Google images,
have students classify galaxies into one of the known groups
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25
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 6B
Learning Objectives
1.
2.
3.
4.
Classify galaxies into three different types
Explain how Hubble’s Law works and how it is used to measure distances to other galaxies
Evaluate how we think galaxies form and how they differ
Analyze the features of a quasar and their possible power source
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 15, pp. 410-443
Individual Assignments
1. Complete the Quick Quiz from ch. 15, p. 441
2. Complete the exercise from the Astronomy Media Workbook
Discussion
Based on your reading and other research you conduct on the Web, do you think astronomers have
provided adequate evidence for the existence of supermassive black holes? Defend your opinion.
One site to explore is: http://csep10.phys.utk.edu/astr162/lect/active/smblack.html.
In-Class Assignments
N/A
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
26
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 7A
Learning Objectives
1. Define dark matter and dark energy and evaluate their relationship with the cosmos
2. List some pieces of evidence for dark matter in the universe
3. Explain the role that dark matter may have in galaxy formation
4. Compare some of the prevailing ideas on the expansion of the universe
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 16, pp. 444-469
Individual Assignments
1. Have each student conduct the visual skills check on page 467 to check their understanding of
possible Universe expansion
2. Participation answering questions such as:
1. What is the difference between dark energy and dark matter?
2. Does dark matter exist and what evidence do we have?
3. What is the fate of the Universe?
Group Assignments
1. As a group, consider the case for and against gravitational lensing of background galaxies,. Use
the format given on page 468, #40
2. Suppose that dark matter does not exist. Describe how the laws of gravity may have to be
changed to explain the motion of galaxies.
3. Discuss how dark matter has been or is responsible for life on Earth.
In-Class Assignments
1. Defend your belief that the Universe is accelerating, coasting, critical or recollapsing.
2. The instructor will facilitate answering an essay question on an astronomical discovery.
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27
Session 1B
Introduction to Astronomy | ASTR105
Faculty Evening Session 7B
Learning Objectives
1.
2.
3.
4.
5.
List the conditions necessary for life to possibly begin and evolve on Earth.
Summarize the potential for life on other bodies in the solar system.
Evaluate the potential for life around other stars.
Explain how SETI operates and how many civilizations are possible out there.
Evaluate how difficult interstellar travel would be and where we might travel to find other
civilizations.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 18, pp. 500-533
Individual Assignments
1. Complete the Quick Quiz from the ch. 18, p. 532.
2. Complete the exercise from the Astronomy Media Workbook.
Discussion
In Chapter 18, the section dealing with "Where are the Aliens?" proposes three possible explanations
for Fermi's paradox. Select and defend one of these possible solutions.
In-Class Assignments
N/A
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28
Session 1B