b l e n d e d m o d e l i n s t r u c t o r v e r s i o n
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B e n e d i c t i n e H a l l m a r k s 2 0 1 1 - 2 0 1 2
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b l e n d e d m o d e l
Addresses the educational needs of adult students by developing and providing engaging, relevant and accelerated programs.
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.
Develops new degree and non-degree programs that address the expressed needs of the professional community.
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
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
Phone: (630) 829-6289
Fax: (630) 829-1375 moser college mission and vision
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Content Links

Introduction to Astronomy | ASTR105
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.
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
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.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3

Introduction to Astronomy | ASTR105
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 ”.
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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Hallmarks
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Introduction to Astronomy | ASTR105
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.
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
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.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
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Expectations

Introduction to Astronomy | ASTR105
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.
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).
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 1 st . 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
"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.
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
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
1. Email, messaging and posting are forms of written record and are just as permanent as a letter or document
2. Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
3. Respect copyright and cite any and all sources
4. 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
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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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8

Introduction to Astronomy | ASTR105
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
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
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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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources

Introduction to Astronomy | ASTR105
• 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.
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.
“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
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10

Introduction to Astronomy | ASTR105
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.
Bennett, Jeffrey, (2012). The Essential Cosmic Perspective (6 th ed.). San Francisco, CA: Addison-
Wesley | ISBN 9780321715364
(includes access code for Astronomy Media Workbook and SkyGazer 5.0 software)
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.
A = 4.00
90 - 100%
B = 3.00
80 – 89%
C = 2.00
70 – 79%
D = 1.00
60 – 69%
F = 0.00
BELOW 60%
I = INC INCOMPLETE
EXCELLENT
GOOD
SATISFACTORY
PASS
FAIL
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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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview

Introduction to Astronomy | ASTR105
Faculty Weekend
• Categorize the movement of objects in the Universe and explain the principles that govern them.
• Assess the importance of studying astronomical phenomena in our daily lives.
• Compile a list of phenomena as a result of the Earth having no moon.
In-Class Activities: Test Your Understanding,
Rotation vs. Revolution
In-Class Discussion
In-Class Activity: Listing phenomena
20 pts
20 pts
10 pts
• Defend your position on whether humans would still exist if an asteroid collision had not occurred 65 million years ago
• Categorize the Sun's structure, fuel source and the processes we
Discussion Post and Response
In-Class Activity: Sunspots observe on its surface compared to other stars
• Evaluate the importance of studying the origin and motion of asteroids, Discussion Post and Response comets and meteoroids.
• Identify basic features of the Solar System and how astronomers study them
Quiz
10 pts
20 pts
10 pts
20 pts
• Identify characteristics and the life stages of stars and interpret the
Hertzsprung-Russell diagram
• 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
• Classify the galaxies into different types, explain how distances to galaxies are measured and determine how we observe the life cycle of galaxies and other galactic objects.
• Defend your opinion as to whether we have enough evidence for the existence of supermassive black holes.
In-Class activities
Discussion Post and Response
In-Class Activities
Discussion Post and Response
• Defend your preference for the Universe ending in a Big Bang or a Big
“Crunch” and the possibility of life elsewhere
• Choose one of the discoveries made in modern astronomy and discuss its importance to widening our view of the Universe
Discussion Post and Response
Final Essay Question
10 pts
20 pts
10 pts
20 pts
10 pts
30 pts
Total Points for course 220 pts about Bloom’s Taxonomy
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Learning Outcomes
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship

Hospitality

Community
12

Session
01 A
01 B
02 A
02 B
03 A
03 B
04 A
04 B
Loc.
F2F
F2F online online
F2F
F2F online online
Introduction to Astronomy | ASTR105
Faculty Weekend Course Schedule
Class Title
Introduction to Astronomy and How to
Observe the Universe
Key Concepts in Astronomy: Motion, Energy,
Gravity and Light
Planetary Systems and Studying the
Terrestrial Planets
Jovian Planets and Other Objects in the Solar
System
Studying the Sun and Other Stars
Star Stuff and the Stellar Graveyard
The Milky Way and Other Galaxies
Matter, Energy, the Big Bang and Life
Elsewhere
Assignments
• Review ch. 1, 2, 3, pp. 1-83
• Activity: Motions of Earth, Bennett p. 16
• Activity: Patterns in the Sky, Bennett p. 12
• Team Assignment: Counting the Milky
Way Stars, Bennett p. 24, number 38
• Review ch. 4, 5, pp. 84-141
• Individual Assignment: Visual Skills
Check, Bennett p. 106
• Team Assignment: Group Work Exercise, ,
Bennett, p. 138, # 39
• Activity: Bennett ,Telescopes p. 128
• Read ch. 6, 7, pp. 142-233
• Discussion: Asteroid Collision
• Test Your Understanding, Bennett p. 258
• Activity: Mars/Earth Orbits (website)
• Read: ch. 8, 9, pp. 234-285
• Visual Skills Check, , Bennett p. 257
• Quick Quiz, , Bennett p. 282
• Discussion: Solar System Origin
• Activity: Asteroid Approach (website)
• Review ch. 10, 11, pp. 286-331
• Activity: Sunspots (website)
• Team Assignment: Bennett p. 330, #38
• Activity: Short Answer, Bennett p. 330,
#39
• Review ch. 12, 13, pp. 332-385
• In-Class: H-R Diagram, Bennett p. 320
• Team Assignment: Short Answer, p. 383
#38-41
• Team Assignment, Bennett p. 382, #37
• Read ch. 14, 15, pp. 386-443
• Activity: Classify the Galaxies (website)
• Discussion: Black Holes
• Activity: Diagram the Milky Way, Bennett p. 387
• Read ch. 16, 18, pp. 444-469 and 500-535
• Discussion: Fermi’s Paradox
• Final Essay: Astronomical Discoveries
• Activity: Extrasolar Planets, Bennett p. A-
18
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Course Schedule
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship

Hospitality

Community
13

Introduction to Astronomy | ASTR105
Learning Objectives
1. Contrast the modern view of the Universe to 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.
4. Explain how and why star patterns change in the sky over a year.
5. Summarize the cause of the seasons on Earth
6. Illustrate the phases of the moon and conditions for eclipses
7. Outline the ancient roots of scientific thinking and of astronomy
8. Examine how some of the early astronomers like Johannes Kepler studied the heavens
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 1, 2, and 3, pp. 1-83
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:
•What is our place in the Universe?
•How big is the Universe?
•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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Session 1A
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship

Hospitality

Community
14

Introduction to Astronomy | ASTR105
Faculty Weekend
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.
4. Compare light and matter. How are they different?
5. Differentiate among the three types of light and explain what they can tell us about an object
6. 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. 4, 5, pp. 84-141
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 analyze 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.
Discuss the advantages and disadvantages of placing telescopes in space.
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Session 1B
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship

Hospitality

Community
15

Introduction to Astronomy | ASTR105
Faculty Weekend
Learning Objectives
1. Simplify the shape, size and possible origin of our solar system
2. Classify the planets into two types and their possible mode of formation
3. Explain how we can detect extrasolar planets and compare them to our solar system
4. Outline some of the features that are similar and that are unique to Earth
5. Distinguish some of the geological features of Mercury, Venus and Mars
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective , ch. 6, 7, pp. 142-233
Individual Assignments
1. Complete the visual skills check on page 186 that shows students can interpret findings made by scientists on how planets can be found. Answers can be submitted to the D2L dropbox.
2. 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. Please make your initial post to the discussion questions by midweek, and respond to at least one other student’s post by the end of the week.
3. Students can go to http://www.windows2universe.org/mars/mars_orbit.html
and determine the date and distance in the future when Mars and Earth will be at their closest and farthest from each other.
Group Assignments
N/A
In-Class Assignments
N/A
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Session 1A
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship

Hospitality

Community
16

Introduction to Astronomy | ASTR105
Faculty Weekend
Learning Objectives
1. Categorize some of the characteristics of the Jovian planets.
2. Identify and compare the moons and ring systems associated with the Jovian planets
3. Categorize the location of asteroids, meteoroids, and comets in the solar system, determine their motion, assess their importance in the solar system
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
Complete the Visual Skills Check, p. 257 and submit answers to the Drop Box in D2L. This comparison of visible and infrared imagery is valuable in determining the nature of one of Jupiter’s moons.
Complete the Quick Quiz on p. 282
Discussion Question: Evaluate the importance of studying the origin and motion of asteroids, comets and meteoroids. What can they tell us about the origin of the solar system? Please make your initial post to the discussion questions by midweek, and respond to at least one other student’s post by the end of the week.
Students can go to http://neo.jpl.nasa.gov/orbits/ to find three asteroids that will approach the Earth in the near future. They will record their distance and date.
Group Assignments
N/A
In-Class Assignments
N/A
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Session 1B
Love of Christ and Neighbor
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Prayer
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Stability
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Conversatio
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Obedience
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Discipline
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Humility
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Hospitality
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Community
17

Learning Objectives
Introduction to Astronomy | ASTR105
Faculty Weekend
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
4. Explain how astronomers measure stellar luminosities, temperatures and masses
5. Construct and analyze the patterns found in the H-R diagram
6. Compare the types of star clusters and how we can find their age.
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 10 and 11, pp. 286-331
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. After reviewing the diagrams on pages 320 and 321, have students fill in a blank H-R diagram with examples from pages a-20 and A-21.
Group Assignments
Have students discuss and report out their findings to answer question number 55 on page 307 regarding global warming.
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.
In-Class Assignments
The instructor will facilitate a quiz on the basic features of the Solar System
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Session 1A
Love of Christ and Neighbor

Prayer

Stability
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Conversatio

Obedience

Discipline
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Humility
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18

Introduction to Astronomy | ASTR105
Faculty Weekend
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
4. Determine the characteristics of a white dwarf star and explain how they interact in a binary system
5. Determine the characteristics of a neutron star and explain how they interact in a binary system
6. Define a black hole and explain how they might interact with matter
7. Examine the cause of a gamma ray burst
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 12 and 13 pp. 332-385
Individual Assignments
1. Give students 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. Complete the Quick Quiz from the ch. 13, p. 382
3. Using table F.1 on page A-20, list three stars that would be considered low mass and three that are high mass stars
Group Assignments
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.
In-Class Assignments
Evaluate this statement, “The gold in my ring came from a supernova explosion.”
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Session 1B
Love of Christ and Neighbor
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Prayer

Stability

Conversatio

Obedience

Discipline
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Humility
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Stewardship
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Hospitality
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Community
19

Introduction to Astronomy | ASTR105
Faculty Weekend
Learning Objectives
1. Construct a model of our galaxy and how stars move within it
2. Explain how gases and matter are used within the galaxy
3. Outline the history of our galaxy and explain how halo stars contribute to the theory
4. Analyze some of the evidence for a black hole at the center of the galaxy
5. Classify galaxies into three different types
6. Explain how Hubble’s Law works and how it is used to measure distances to other galaxies
7. Evaluate how we think galaxies form and how they differ
8. Analyze the features of a quasar and their possible power source
Activities, Assignments and Agenda
Reading: The Essential Cosmic Perspective, Ch. 14 and 15, pp. 386-443
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. 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. Scan and submit the diagram to the D2L dropbox.
3. 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.
4. Go to Google images and find three examples of each of the four types of galaxies. Paste them into a Word document and label each type. Submit them to the D2L dropbox.
5. Discussion: Will humanity 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. Please make your initial post to the discussion questions by midweek, and respond to at least one other student’s post by the end of the week.
Group Assignments
N/A
In-Class Assignments
N/A
home
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Session 1A
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship
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Hospitality
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Community
20

Introduction to Astronomy | ASTR105
Faculty Weekend
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
5. List the conditions necessary for life to possibly begin and evolve on Earth
6. Summarize the potential for life on other bodies in the solar system
7. Evaluate the potential for life around other stars
8. Explain how SETI operates and how many civilizations are possible out there.
9. 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. 16 and 18, pp. 444-469 and 500-535
Individual Assignments
1.
Defend your preference for the Universe ending in a Big Bang or a Big “Crunch” and the possibility of life elsewhere
2. Based on the data in table E.4 on page A-18, choose three planets which may support life and explain your reasoning.
3.
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.
Please make your initial post to the discussion questions by midweek, and respond to at least one other student’s post by the end of the week.
4. Final Essay: Choose one of the discoveries made in modern astronomy and discuss its importance to widening our view of the Universe. This essay should follow APA format and be submitted to the D2L dropbox.
Group Assignments
N/A
In-Class Assignments
N/A
home
about
expectations
resources
course overview
learning outcomes
IDEA
schedule & sessions
Session 1B
Love of Christ and Neighbor

Prayer

Stability

Conversatio

Obedience

Discipline

Humility

Stewardship

Hospitality

Community
21