Chabot College
Fall 2006
Course Outline for Astronomy 10
INTRODUCTION TO ASTRONOMY: THE SOLAR SYSTEM
Catalog Description:
10 – Introduction to Astronomy: The Solar System
3 units
Introduction to history and physical principles of astronomy, focusing on our Solar System. Includes:
constellations; distance scales; historical development of astronomy; gravitation; motion of the Earth,
Moon, and Planets; astronomical tools; formation and evolution of the solar system; physical properties,
atmosphere, and evolution of the Earth, Moon, and planets within the solar system; asteroids, comets,
and other small bodies; discovery of extra-solar planets; possibilities for life beyond Earth. Designed for
non-majors in mathematics or a physical science. A companion science lab, Astronomy 30, is also
available. May be offered in Distance Education delivery format. 3 hours.
[Typical contact hours: 52.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course, the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
review and explain the Scientific Method, as it applies to astronomy;
describe and explain the celestial sphere and astronomical coordinate systems;
describe the apparent motion of the planets, moon, sun, and stars;
explain the daily and annual motions of the Earth and moon, including tides and eclipses;
describe the development of astronomical models throughout history, including models from
Ancient Greece and Europe, as well as the contributions and systems from Meso-America,
China, and the Middle East;
demonstrate a basic knowledge of astronomical tools and spacecraft used in exploration of the
solar system;
describe current models for the formation and structure of the solar system, as well as
the
evidence in support of these models;
demonstrate knowledge of the scale of the solar system, and general distinguishing properties of
Terrestrial and Jovian planets, as well as comets, meteors, and asteroids;
describe and identify the structure, composition, and basic physical properties of the Earth;
demonstrate knowledge and understanding of the process of the Earths structural and
atmospheric evolution from the Accretion era to the present;
demonstrate an understanding of the role of catastrophic impacts in directing the formation and
evolution of the Earth and Moon;
identify and describe on-going changes to the Earth’s atmosphere and biosphere due to the
evolution of life, and on-going human activities;
describe the structural, geological, and atmospheric properties of the terrestrial worlds, with
particular emphasis on factors that led to similarities and differences with the Earth;
describe and identify the structural, atmospheric, and magnetic properties of the Jovian Planets;
identify the satellites and rings of the outer planets, and describe the processes responsible for
their unique characteristics;
describe and identify the components and characteristics of the Asteroid Belt, Kuiper Belt, Oort
cloud, and other small bodies in the solar system;
describe recent spacecraft exploration of the solar system, as well as likely possibilities for future
exploration;
describe the distinguishing characteristics of asteroids, comets, meteors, and meteorites;
Chabot College
Course Outline for Astronomy 10, page 2
Fall 2006
19.
20.
21.
describe the search for life beyond the Earth, identify the requirements for life in space, and relate
the current scientific attempts to locate signs of intelligent life;
describe the current and future methods involved in the search for extra-solar planets, as well as
the characteristics of recently discovered solar systems;
identify at least 10 different seasonal constellations and bright stars, as well as planets currently
visible in the night sky.
Course Content:
1.
2.
3.
4.
5.
6.
The Scale of the Cosmos
a.
Astronomy and the Scientific Method
b.
Overview of Astronomy
c.
Angles and Angular Measure
d.
Powers of Ten
e.
Astronomical Distances and Scale Models
Sky Watching and Apparent Motion of the Heavens
a.
Ancient Astronomy
b.
Constellations
c.
Motions of the Sky
d.
The Celestial Sphere
e.
The Seasons
f.
Precession
g.
Sidereal and Solar time
h.
The Calendar and Astrology
Eclipses and the Motion of the Moon
a.
Phases of the Moon
b.
The Moon’s Rotation
c.
Eclipses and the Line of Nodes
d.
Lunar and Solar Eclipses
Gravitation, Orbital Motion, and the development of Modern Astronomy
a.
Geocentric Models
b.
Copernicus and the Heliocentric Models
c.
Galileo and the Telescope
d.
Tycho Brahe’s Observations
e.
Kepler and the Orbits of the Planets
f.
Newton’s Laws of Motion
f.
Newton’s Law of Everyday Life
h.
Newton and Gravity
I
Tides and the Moon
j.
Einstein and Relativity
The Nature of Light
a.
The Speed of Light
b.
The Wave Nature of Light
c.
Blackbody Radiation
d.
Wien’s Law and the Stefan-Boltzmann Law
e.
The Particle Nature of Light
f.
Kirchhoff’s Laws
g.
Atomic Structure
h.
Spectral Lines and the Bohr Model
i.
the Doppler Effect
Optics and Telescopes
a.
Refracting Telescopes
b.
Reflecting Telescopes
c.
Angular Resolution
d.
Charge-Coupled Devices (CCDs)
e.
Spectrographs
Chabot College
Course Outline for Astronomy 10, page 3
Fall 2006
7.
8.
9.
10.
11.
12.
13.
14.
f.
Radio Telescopes
g.
Telescopes in Space
Our Solar System
a.
Terrestrial and Jovian Planets
b.
Satellites of the Planets
c.
The Evidence of Spectroscopy
d.
Chemical Composition of the Planets
e.
Asteroids and Comets
f.
Abundances of the Elements
g.
The Origin of the Solar System
h.
The Origin of the Planets
i.
Extra-solar Planets
The Earth
a.
The Earth’s Energy Sources
b.
Earthquakes and the Earth’s Interior
c.
Plate Tectonics
d.
The Earth’s Magnetic Field
e.
The Earth’s Evolving Atmosphere
f.
Humans and the Earth’s Biosphere
The Earth’s Moon
a.
The Moon’s Airless Surface
b.
Voyages to the Moon
c.
The Moon’s Interior
d.
Moon Rocks
e.
The Formation of the Moon
Mercury
a.
Mercury as Seen from Earth
b.
Mercury’s Curious Rotation
c.
Mercury’s Cratered Surface
d.
The Interior Structure of Mercury
Venus
a.
Venus as Seen from Earth
b.
Venus’s Retrograde Rotation
c.
Venus’s Oppressive Atmosphere
d.
Volcanoes on Venus
e.
Climate Evolution on Venus
f.
Geology on Venus
Red Planet Mars
a.
Mars as Seen from Earth
b.
Speculations about Canals
c.
Craters, Volcanoes, and Canyons
d.
Dry Lakes and Polar Ice Caps
e.
Climate Evolution on Mars
f.
Landing on Mars
g.
The Martian Seasons
h.
The Moons of Mars
Jupiter
a.
Jupiter as Seen from Earth
b.
Jupiter’s Clouds
c.
Jupiter’s Weather Systems
d.
Probing Beneath Jupiter’s Clouds
e.
Jupiter’s Rocky Core
f.
The Interior Structure of Jupiter
g.
Jupiter’s Magnetosphere
The Galilean Satellites of Jupiter
a.
The Satellites as Seen from Earth
Chabot College
Course Outline for Astronomy 10, page 4
Fall 2006
15.
16.
17.
18.
b.
Sizes, Masses and Densities
c.
Formation of the Galilean Satellites
d.
lo’s Active Volcanoes
e.
Electric Currents in lo
f.
Europa’s Icy Crust
g.
Cratered Ganymede and Callisto
h.
Jupiter’s Small Satellites and Ring
The Saturnian System
a.
Saturn as Seen from Earth
b.
Saturn’s Icy Rings
c.
The Structure of the Rings
d.
Shepherd Satellites
e.
Saturn’s Atmosphere
f.
The Interior Structure of Saturn
g.
Saturn’s Internal Heat
h.
Titan
i.
Saturn’s Other Satellites
j.
New Missions to Saturn
The Outer Worlds
a.
Discovering Uranus and Neptune
b.
Weather and Seasons on Uranus
c.
Cloud Patterns on Neptune
d.
Inside Uranus and Neptune
e.
Magnetic Fields of Uranus and Neptune
f.
Rings of Uranus and Neptune
g.
Uranus’s Satellites
h.
Triton
i.
Discovering Pluto
j.
Pluto and Charon
Vagabonds of the Solar System
a.
The Discovery of the Asteriods
b.
Jupiter and the Asteroid Belt
c.
The Nature of the Asteroids
d.
Impacts on Earth
e.
Classifying Meteorites
f.
Meteorites and Our Origins
g.
Comets
h.
The Origin of Comets
i.
Comets and Meteor Showers
The Search of Extraterrestrial Life
a.
Building Blocks of Life
b.
Life in the Solar System
c.
Meteorites from Mars
d.
The Drake Equation
e.
Radio Searches
f.
Infrared Searches
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture and discussion.
Slides, movies, audio presentations.
Computer Simulations.
Astronomical Internet Sites.
Planetarium demonstrations
Chabot College
Course Outline for Astronomy 10, page 5
Fall 2006
Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Read Chapters 1 & 2. Write out the definitions of each of the listed key ideas for yourself.
Try to do this without the help of the book. Afterward, go back and use the book to check
your answers and study the key ideas you missed the first time through. On separate
sheets of paper answer the Review Questions. Answer Advanced Question 28 on
page 39. Finally, do Observing Project 57.
b.
Log into the publisher’s website for our book at http://www.aw-bc.com/astronomyplace/
and do the tutorials on Kepler’s Laws. Take the multiple choice quizzes for Chapter 3.
c.
Working with your group members, research and prepare a report on one current or
recent NASA exploratory mission to an object in the Solar System. Include in your report
the purpose of the mission, the scientific instruments used, the challenges posed by
exploring this object, the scientific questions being explored, and the results obtained
thus far.
d.
Re-read the section in chapter 2 on Eclipses. Then, research the Solar and Lunar
Eclipses that will occur this year. Consider using the excellent website by Fred Espansk,
at http://sunearth.gsfc.nasa.gov/eclipse/OH/OH2005.html. Note specifically what did/will
observers here in the SF Bay Area see of each eclipse? Why did we see (or not see) the
eclipses? How long did the eclipses last? What do you notice about the interval between
the solar and lunar eclipses during the two eclipse seasons this year (April and
October)? That is, consider the eclipses that occurred during one of the seasons. How
many days elapse between the eclipses? What about the length of time between these
two eclipse seasons? Can you create a hypothesis to explain why these intervals make
sense? How can you TEST your hypothesis? What additional data would help you
confirm that you are right or wrong? Go ahead and find that data!
e.
Research Project: submit a one-page proposal via email or hard copy to your instructor
and/or classmates as directed in the course syllabus. Based on feedback from your
instructor and/or classmates, submit a six-page, 12 point, typed and doubled spaced
paper on an area of current astronomical research not already covered in detail in the
required course reading material. In lieu of a formal paper, you may create a web site or
power point presentation of equivalent length and content.
2.
Methods of Evaluating Student Progress
a.
Midterm and final exams
b.
Individual and/or group projects and reports
c.
Homework assignments
d.
Constellation and online quizzes
e.
Attendance and participation
Textbook(s) (Typical):
Astronomy: The Cosmic Perspective, Bennett et. al., Addison-Wesley, 2005
Astronomy Illustrated, Smith, Bonneau & Smith, 2005
Special Student Materials:
Edmund’s Star & Planet Locator
SH/sh
Revised: 10-05-2005