I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one

V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab 
w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Physics and Astronomy
Course #
ASTR U 142N
Course Title
Prerequisite
The Evolving Universe: Theories and Observations in Modern Astronomy
Prereq., M 151 or equiv.
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
4
Date
Instructor
Diane Friend
Phone / Email 4299/diane.friend@umontana.edu
Program Chair Andrew Ware
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew 
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
This course is an overview of recent developments in planetary system formation, stars,
galaxies, and cosmology. This course combines lecture and laboratory experiences and is seen
as a small honors substitute for our large introductory astronomy course and lab, ASTR 132N
and 135N. As in those courses, we stress the goals of a natural science course, including the
gathering and interpretation of data, testing of hypotheses, and identification of natural laws.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Courses explore a discipline in the natural
sciences and demonstrate how the scientific
method is used within the discipline to draw
scientific conclusions.
The primary purpose of this course is to
teach students about the process of science.
Relationship between observation,
experiment, and theory is examined
throughout the course.
2. Courses address the concept of analytic
Broad classes of physical and astronomical
uncertainty and the rigorous process required to phenomena are explained by using a small
take an idea to a hypothesis and then to a
set of physical laws. Students examine the
validated scientific theory.
evolution of scientific theories concerning
the origin and evolution of planetary
systems, galaxies, and the universe, the
interplay between observation, modeling,
and advancing technologies in the evolution
of these theories, and how to critically
examine data purported to support these
theories.
3. Lab courses engage students in inquiry-based Students become competent in the use of
learning activities where they formulate a
telescopes, a variety of sky simulation
hypothesis, design an experiment to test the
software programs, star maps, and how to
hypothesis, and collect, interpret, and present
use web resources to find astronomical data.
the data to support their conclusions.
Activities include spectral identification,
solar and night sky observing,
experimentation with astronomical distance
determination methods, photoelectric
photometry, and an examination of stellar
evolution, characteristics of our galaxy,
galactic evolution, and the expansion of the
universe. For a specific example: Students
formulate a hypothesis for how they can use
a light bulb to measure the luminosity of the
Sun. They devise a set of experiments in the
lab to determine how this can be done,
quantify their sources of error, then use this
knowledge to measure the luminosity of the
Sun, discuss their results with the class, and
then hypothesize how the methodology
could be adapted for other astronomical
measurements.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
The great synthesizing principles relevant to
1. Students will understand the general
the make-up and evolution of the universe are
principles associated with the discipline(s)
emphasized: fundamental forces, the nature of
studied.
matter and radiation, the nature of spacetime.
2. Students will understand the methodology
and activities scientists use to gather, validate
and interpret data related to natural processes.
3. Students will detect patterns, draw
conclusions, develop conjectures and
hypotheses, and test them by appropriate means
and experiments.
4. Students will understand how scientific laws
and theories are verified by quantitative
measurement, scientific observation, and
logical/critical reasoning.
5. Students will understand the means by which
analytic uncertainty is quantified and expressed
in the natural sciences.
Students engage in experimental,
observational, and computer modeling
activities that mirror the actual methods
astronomers use to determine many of the
properties of planetary systems, stars,
galaxies, and the universe. A few examples:
students use a telescope and photometer to do
color photometry on a star cluster to
determine its age and distance, they analyze
radial velocity data from Sun-like stars to
detect extrasolar planets and determine some
of their properties, they use a solar telescope
to observe the Sun over time to deduce
something about solar rotation and solar
activity.
Class activities are specifically designed to
address these goals. From long-term lab
activities (examples given above) to shorter
discussion activities (such as using time
sequences of solar images taken in different
wavelengths to study solar activity over time),
students are required to utilize image and
measurement data sets to look for patterns,
draw inferences, and test hypotheses.
The scientific method is routinely applied to
test hypotheses. Experimental verification of
theory is emphasized.
Experimental labs require students to take
measurements, analyze data, formulate
conclusions, and make predictions. These
labs focus on understanding general
physical principles that are fundamental in
astronomy. Sources of analytic uncertainty
are discussed throughout the course and
students are required to address this in
regards to their own work in many of the
labs.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.