Merrill F. West High School
Mr. Howell
Astronomy
rhowell@tusd.net
209-830-3370 X3110
Office Hours:
Monday - Friday, 7:30-7:50 MS11
COURSE DESCRIPTION
Astronomy is currently under review by the University of California to qualify as a UC Lab Science “d”
requirement. This two semester course covers the discoveries, equipment and methods of astronomy, from
ancient cultures, through historical instrumentation and discoveries, to current research. Students keep
extensive journals of current events and news related to astronomy and space science throughout the year.
Students also will gain experience using our school scopes, images from remote scopes (including NASA,
“Hands On Universe” and online sources) and naked eye observations. Extensive laboratory work guides
students toward recreating important astronomical discoveries and using their skills to make new discoveries
(such as examining Deep Lens Survey images for asteroids).
Course Goals and/or Major Student Outcomes
Demonstrate conceptual and technical understanding of the objects and forces in the universe and
how these objects and forces interact.
Manipulate the instrumentation and processes that allow humans to understand and explore distant
locations; this understanding includes familiarity with astronomy, history, physics, tectonics, planet and
star evolution and current research in cosmological investigations.
Demonstrate conceptual and technical understanding of the composition and evolution of the universe
through the nature of planets, stars, black holes, pulsars, white holes, dark matter, and dark energy.
Communicate findings effectively, economically and in scientifically appropriate ways, utilizing current
research and instrumentation as well as up-to-date understandings of astronomy and cosmology.
Course Outline
1. How much can we prove without instrumentation?
a. rocky planet -- sampling (sand collection), mine information, sea floor experiences
b. round -- horizon line, eclipses, shadows at different latitudes experiment, symmetry with
moon, travel, hot wax in water example
c. orbits a star -- cyclical changes in night sky and in seasons, light and heat source the same
direction, north and south pole observations, turntable model, Mars retrograde motion
d. spins on axis -- airplane flights, sun's motion in reference to orbit proof, Foucault pendulum
e. axis tilted -- the reason for the seasons, seasons opposite in opposite hemispheres, modeling
activities
f. different time patterns in movements of objects in sky -- sun v. moon, moon v. stars, stars v.
planets, constellations moon and planets, transient and seasonal sky objects (meteor
showers, shooting stars, comets), naked eye satellites
g. nature and importance of gravity in understanding the above
2. Models -- uses and limits
a. reference to topics covered above and past models that students have changed (i.e. atomic
model, model for parental actions, etc.)
3. Astrology and astronomy history
a. astrological systems and their origins, functions, records
b. inverse square law and gravitational influences of the planets v. communications satellites
and jets
c. precession
d. cultural v. scientifically verifiable qualities and quantities
e. how is communication possible with other life?
f. Aztec, Babylonian and Chinese astrologers and their findings (inc. July 4, 1066 supernova)
g. navigation, lunar v. solar calendars
4. The importance of a common frame of reference
a. instrumentation introduction
b. metric system (SI) and development of the metric system (French Revolutionary mandate)
c. significant figures
d. scientific notation
e. graphing, data communication and data analysis
f. presentations, posters, write-ups
g. four forces (how three are unified and the search for GUT, WIMPs and strings)
h. Newton
5. What can we know about the rocky planets?
a. density -- planetary condensation, layers of planet (spheres), convection cycles, tectonics
b. picture data -- remote sensing, CCD v. lenses and mirrors, different wavelength telescopes
c. appearance of impacts (angle, size, density, relative speed, surface area, ejecta, color, etc.)
d. albedo, color as an indication of composition, heat, atmospheric transparency
e. signs of erosion: wind, water, ice, other possibilities
f. signs of life: regular patterns (not a guarantee), non-natural constructions, biochemistry, etc. - the difficulty of spotting life remotely, with reference to the Viking experiments, the Rover
missions, and other considerations
g. signs of tectonics (plate, lump or other)
h. what are rocky planets? what are secondary planets? what differentiates a gas giant from a
rocky planet from a star?
6. Waves
a. wave equations, energy
b. transverse and longitudinal waves, vocabulary, examples
c. reflection, refraction, diffraction, propagation
d. e-m spectrum -- photons (and quantum), color, vision, blackbody radiation,
emission/absorption spectra, spectra fingerprinting
e. Doppler effect
7. What can we know about the solar system?
a. scale model of the solar system
b. analyze speed of rotation, speed of revolution, and density information (Kepler discovery)
c. determine rotations of Jupiter and Saturn by doppler data
d. plot planets and moons by densities and types -- prove Pluto is out of place (as planet)
e. the mass of the planets
f. determine length of day and year per planet and explain
g. compute and analyze degree of tilt on planets and seasons
h. solstices and equinoxes -- what are they, how do they differ, what do they look like
(dioramas), explore how these sun paths block possible migration due to climate change, how
the sun paths are connected to climate, how sun paths/climate connections influence
planetary exploration (such as Rover landing sites)
i. the missing planet (Kepler and the asteroid belt)
j. history of exploration and data from rocks
k. age of the solar system (individual bodies and the unit as a whole)
l. orbits and Kepler -- explore the three laws in detail
m. define limits of the solar system
8. What do we know about stars?
a. spectra data
b. H-R diagram, hence age and likely life cycle
c. mass calculations
d. distance (standard candles -- variables and supernova)
e. layers, temperatures, chemical composition
f. fusion, nucleosynthesis, Fe and supernova
g. Messier catalog objects and other categorizing systems
h. double star systems, groups of stars, globular clusters, galaxies, groups of galaxies, and up in
scale
i. strange objects in detail (quasars, galactic core black holes, neutron stars, pulsars, etc.) and
other implications of Einstein's physics
j. giant clouds or gas and dust as star remnants and stellar nurseries
k. use current data to figure out the sky in the past (Crab Nebula), and apply this concept to the
universe as a whole (cosmic background radiation, universe temperature and color data,
universe geography)
l. red shift and the Hubble constant calculations, plus implications for the fate of the universe
areas of ongoing research: gravitons, dark matter, dark energy, the shape of the universe, etc.
9. How do we get data?
a. the history of extra-planetary exploration (and remote exploration on earth -- deep sea)
b. the framework of astronomical discoveries chronologically and by scientist (including the
female calculators)
c. construct or model telescopes, spectroscopes, gravity telescopes, cosmic ray telescopes, CCD
chip light gathering devices, radio antennae
d. non-EM telescopes and data
10. How do we use data?
a. the killer asteroid problem, and hunting for possible suspects
b. solar events and electronics, radiation considerations for humans in space
c. figuring the Hubble constant and the age of the universe (the history of the problem)
d. future possibilities -- problems and areas of inquiry
GRADING POLICY
Lab write-ups, research posters and video presentations of experimental work and demonstrations count for
50% of a student’s grade each of the four grading periods. Tests, quizzes, individual and group projects,
paper work and board work count for 50% the grade each grading period. Each grading period is
approximately eight weeks long. These components make up ¾ of each semester’s grade.
Additionally, every semester, students take two finals that together count for the final ¼ of their semester
grade. They have a written final (covering content in an investigative way in the fall, applying content
knowledge to analyzing astronomical data in the spring) and a lab final (where they use knowledge from the
semester to work through a problem).
Quarterly grades are distributed as follows:
TESTS (6-8 per quarter)
20%
HOME WORK (1 per week) 10%
CLASS WORK (>3 per week) 10%
JOURNAL (quarterly)
10%
VIDEO PROJECT (quarterly) 25%
FINAL
25%
Total
100%
The grading scale is 90% and above = an A, 80-89% = a B, 70-79% = a C, 60-69% = a D, and <60% = an F.
Make-up Work, Homework Policy, and Suspension (BP 6154),
Students will not lose credit for any assignment given during an excused absence although ALL TESTS must be
taken when student returns to school. Tests must be taken within one week of the excused absence. Students
that receive a teacher detention/classroom suspension may make-up class work within two days of detention.
Students who have unexcused absences or administrative home suspensions may do the work for no grade.
TA Expectations
Teacher Assistants will be graded on assigned work. Make up work for absences may be required.
Safety Rules
Students are expected to follow all posted lab safety rules.
Textbook Policy
Students will be assigned a text from the library and will return the text to the library at the end of the course.
Students must reimburse the library for any damage they have done to a textbook.
Lab Safety
Students are to observe all posted lab safety rules
Supplies required DAILY:
 Journal: a composition-style notebook (not a spiral nor folder)
 pencil and blue or black pen (assignments done in any other color will not be graded)
Recommended items often used
 crayons or colored pencils, scissors, ruler, glue stick
PROCEDURES
Class Rules
1. get drink and use restroom before class
2. cell phones must remain off
3. enter the classroom quietly
4. sharpen pencil if necessary
5. be in seat before bell rings or receive tardy (TUSD Tardy Policy)
6. place backpack, bag or purse under the desk and out of the aisle
7. record daily agenda in your journal
Expectations
1. follow school discipline policy as explained in student handbook
2. be prepared daily with journal, pencil/pen, and class work
3. be aware of and follow class procedures & student handbook
4. be respectful of others
5. be respectful during instruction
6. be honest- no cheating , copying or plagiarism
7. stay awake and attentive at all times
BEHAVIOR
Consequences:
Behavior: first offense = warning; second offense = alternate seat; third offence = detention
Serious infractions may skip steps and result in AP referral
Profanity or vulgarity will result in AP referral.
Cell phones: Students using cell phones or electronic devices will be confiscated and turned into office.
Cheating (see Academic Policies in student handbook for criteria defined as cheating):
Any behavior which can be defined as cheating represents a violation of mutual trust and respect essential to
education at Tracy High School. Students who cheat should expect to be confronted by their teacher and will
be subject to the following penalties:
1. A “zero” on the submitted work;
2. Notification of parents.
3. Further disciplinary steps as deemed appropriate.
If a student is found to have cheated a second time or is involved in a particularly serious act of cheating, the
student will be referred to an assistant principal for a conference of those concerned: student, teacher,
parents, counselor, and administrator. Consequences may include suspension from class and/or school;
dropping the student from class with no credit; and/or notification of student’s prospective colleges.
TARDY POLICY
A tardy is defined as arrival to class within the first ten (10) minutes after the tardy bell rings. Students must
be in their seats when the tardy bell rings. Arrival to class 10 to 29 minutes after the tardy bell will constitute
a late. Arrival to class 30 minutes or later will constitute an unexcused absence. Students with unexcused
absences must have an “admit” before entering the class or receive a tardy.
# TARDY
1 -3
4
5
6
7
8+
CONSEQUENCE(S)
Teacher consequence…teacher records the tardy in the roll book and AERIES; notifies
student; includes tardy #. Students who do not fulfill teacher consequence may be teacher
suspended.
Teacher consequences can include verbal warning, teacher detention, seat change, and/or
parent conference. *A good faith attempt to contact parent (date and time) is required prior
to 5th tardy referral to the office.
Administrative DART and parent contact
In-House suspension; Student placed on DART contract. Parents contacted by AP.
Home suspension. Parent contacted by AP.
Home suspension. Parent contacted by AP.
MOVIES
Throughout the year I will use a variety of instructional techniques to teach Earth Science concepts to the
students. In addition to the text, I incorporate labs, technology, hands-on projects, writing, and group
assignments. Another tool is the use of visuals in the form of movies and YouTube videos. In addition to Bill
Nye; the Science Guy, NOVA, and National Geographic, there are several commercial movies that accurately
portray scientific concepts and help students gain a more detailed and thorough understanding of state
standards.
The board policy for Tracy Unified School District requires teachers to secure permission from parents or
guardians to show movies with ratings over G. Depending on the film, I plan to show pertinent clips from PG or
PG-13 movies or possibly the entire film depending on the content. If you do not want your child to watch
these movies an alternative assignment will be provided.