SCI151

Course Syllabus version 1.5 1/30/07

Course Title:	SCI 151 Astronomy
Course Schedule:	02/05/2007 - 03/12/2007 --- Monday Nights 6-10pm No class Monday Feb 19^th, President’s Day Vacation
Course Location/ Times/Newsgroup:	Maryland Campus 1800 S. Bell St, Suite 100 Arlington, VA 22202 (703) 573-2212 Local Phone Monday Nights 6-10pm *
Required Text:	Note: You must purchase the textbook for this course at your own expense (See link in Course section of Course Map). You will not be charged a rEsource fee for this course. Bennett J., Donahue M., Schneider N., & Voit M. (2007). The cosmic perspective (4th ed.). San Francisco, CA: Addison Wesley.
Electronic Resources:	www.bikerjohn.com/classes/uop_ast or www.bikerjohn.com \| other links \| Education \| this class link
Instructor’s Name:	John Ensworth
Telephone:	703-462-9658 (home), 703-618-6773 (cell)
UOP E-mail Address:	johnensworth@yahoo.com (for large attachments)
Alternative E-mail Address:	johnensworth@earthlink.net
Availability:	After class and by appointment (via phone Tue, Wed and Weekends or on Monday in person) Snail-Mail: 7705 Carrleigh Parkway, Springfield, VA 22152 * Expect class to run to 10pm! Leaving early except in emergency will hurt your class participation grade and (indirectly) your overall class performance.

Welcome!

We’re going to explore the biggest of the big. You’ll be taken to the edge of the universe and deep into the smallest particle of the smallest atoms. Be ready to ask questions at any moment!

Instructor Bio

John Ensworth

I am currently the Senior Science Education Specialist at the Institute for Global Environmental Strategies which is a non-profit organization formed (among other things) to conduct independent reviews on all Earth and space science education products produced by or for NASA. (www.strategies.org) My position is the one responsible for directly conducting these reviews and yearly workshops at NASA centers and at the large education conferences (i.e. NSTA, NCTM) that introduce the products that pass on the criteria of scientific accuracy and classroom usability.
For the last decade I was a masters student and a PhD candidate in meteorology at the University of Oklahoma. I have earned undergraduate degrees in physics, astronomy, geography and meteorology with minors in math and computer science.

I became interested in astronomy in the 2^nd grade and began to teach astronomy to cub scouts and boy scouts by the 5^th grade. I began to work for the Arizona State University planetarium when Halley’s Comet paid the inner solar system a visit in 1985-1986 and taught the astronomy labs, became head TA and eventually taught an astronomy class through the rest of the 80’s (as an undergraduate). I have worked an internship at Steward Observatory, at the University of Arizona, Tucson, site testing for the placement of the Mt. Graham observatory complex. I’ve also observed at the 4-meter telescope at Kitt Peak, a 36” telescope at Kitt Peak, and at the Multi-Mirror Telescope at Mt. Whipple.
More recently, I’ve successfully run 43 astronomy nights for Norman residents and OU students and have worked at the Oklahoma City Omniplex Planetarium for 8 years. I’ve taught astronomy for the college degree completion program at Mid-America Christian University (formerly Mid-America Bible College) for the last 3 years and am a member of the Oklahoma City Astronomy Club. I have also served an internship at NASA Goddard Space Flight Center. There are other relevant bits of experience I could put here, but I’ll save them for class when they come to mind.

Course Description

This course is designed to introduce students to the science of astronomy, utilizing current concepts of the Earth, the solar system, and the universe. In addition, historical developments in astronomy from ancient mythology to modern science will be covered.

Topics and Objectives

The Sky and the Science of Astronomy

· Explain the significance of the celestial sphere.

· Define the science of astronomy, and compare it with the pseudo-science of astrology.

· Explain the birth of modern astronomy.

· Describe motions of the earth and moon.

Nature of the Planets

· Explain the surface and structure of the planet Earth.

· Isolate planets of the solar system, and explain their unique characteristics.

· Explain why planets have similarities and differences.

· Describe the nature of the planetary debris.

The Sun and Stars

· Describe the nature and importance of light and other electromagnetic waves.

· Explain the nature of the sun.

· Describe the properties of stars.

· Explain the life cycle of stars.

The Large Scale Universe

· Describe the origin of the universe.

· Examine the hierarchy of the universe.

· Describe the structure of the Milky Way Galaxy.

Extraterrestrial Life/Astronomy Research

· Examine the properties of life on Earth.

· Examine the possibilities of extraterrestrial life in our solar system.

· Describe the types of stars that could have life-bearing planets.

· Examine the search for extraterrestrial intelligence.

· Describe the science of astronomy being validated, updated, and perfected by continuous astronomical research.

_________________________________________________________________

Point Values for the Course Assignments

ASSIGNMENTS	Due	Points
Individual (70%)
Class Participation	All	10
Content Questions	W 1, 2, & 4	10
Weekly Quizzes Wk 2,3,4,5 (See details below)	W 2,3,4,5	20
Planetary Comparison Paper	W2	15
The Life Cycle of Stars	W4	15
Learning Team (30%)
Science of Sunlight and Stars Paper	W3	15
Astronomy Research and the Search for Extraterrestrial Life Paper and Presentation* (OR Topic chosen by Team and approved by Instructor - get that topic approved by week 3)	W5	15
*For on-ground students, these are oral presentations, PowerPoint presentation strongly encouraged, as is participation of all team members.
Total		100

Course Changes

Please note that the instructor’s assignments may vary from the original syllabus you received from the student web page. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section. (Instructors note: I’ll be sticking to the planned course unless unusual circumstances arise. Any changes made will be advertised via email and on the course web site.

http://www.bikerjohn.com/classes/uop_ast/

Policies and Procedures

Papers will be graded using the included rubric:

Science Content	50%
Writing Flow/Readability/Appearance (see APA guidelines or similar)	20%
Correct Length (not relying heavily on large chunks of quoted material)	10%
Spelling/Grammar	10%
Citations/Bibliography (+correct format)	10%

Attendance and Participation

You should be present for all sessions. UOP policy allows you only one absence from class. If you know that you will be absent from a session, please let me know. Students who exhibit excessive tardiness and leaving early will have points deducted in their overall course grade and will not be rendered the grade “A.” Students do not allow lateness or absenteeism to be the demise of your grade; showing up is half way on the road to success.

Late assignments

ASSIGNMENTS ARE DUE ON THE DAY THEY ARE DUE. A 10% penalty per week, beginning the week after the assignment is due, will be assessed for all late work. That is, I will score the paper and then deduct 10% of the total from that score. The assignment of an A in cases of late work will be rare (for all practical purposes, impossible), as timeliness is a requisite in defining excellence.

Quiz Info: The Quizzes will consist of about 10 matching/fill-in-the-blank questions on the BIG topics (not a trivia test) - if you did the reading and got the second pass on the material in the class lecture, you'll do fine. There will be a FINAL QUIZ week. This will be the same matching format but will consist of about 25 questions. Completing the reading and studying the content questions will help greatly with the Quizzes.

Feedback
I will make comments on each of your written assignments and return weekly. Please keep track of your score to help give yourself a weekly report of how you are doing in class. Check with me on the final day of the course to make sure your grades are properly recorded. Seven days after the end of your class, you may pick up your last paper and any additional feedback reports by mailing me a self addressed stamped envelope (SASE) to the address in the data block above.

Incompletes

Incomplete grades are rarely granted and will be considered in extraordinary circumstances only. An incomplete grade can only be considered if you:

§ Are passing the course

§ Have not missed more than one class

§ Due to extraordinary circumstances were unable to complete the work

§ Requested the incomplete grade prior to the course end date

§ Final grade will be reduced by one letter grade

The decision to grant the incomplete grade rests solely with the instructor.

Academic Honesty

Academic honesty is highly valued at the University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the University of Phoenix Catalog for more information about academic honesty, including the consequences of academic dishonesty.

Privacy and Confidentiality in the Online Classroom

One of the highlights of the academic experience at University of Phoenix is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. It is imperative, however, that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any such stipulations in contracts they have agreed to with their companies.

How Points and Percentages Equate to Grades

95 +	A	74-76	C
90-94	A-	70-73	C-
87-89	B+	67-69	D+
84-86	B	64-66	D
80-83	B-	60-63	D-
77-79	C+	- 59	F

Week One

The Sky and the Science of Astronomy

· Explain the significance of the celestial sphere.

· Define the science of astronomy, and compare it with the pseudo-science of astrology.

· Explain the birth of modern astronomy.

· Describe motions of the earth and moon.

ASSIGNMENTS

€INDIVIDUAL

1. Read the following pages in the text The Cosmic Perspective:

a. Read Chapter 1 (pp. 1-21).

b. Read Chapter 2 (pp. 26-53).

c. Read Chapter 3 (pp. 57-85).

d. Read Chapter 4 (pp. 116-140).

Where there are formulae, read for conceptual understanding.

Optional reading for additional perspective:

o Sections S1.1 - S1.3 (pp. 90-112)

2. Content Questions (due Week One)

Using your assigned reading above, answer the following content questions. Type your answers using 50-75 words per question. Always include the question with your answer. Your answers will be assessed according to the accuracy of the content.

a. Why is the North Star called the North Star? Include where in the sky it is when viewed from the North Pole, your location, and the Equator. Also include what is meant by circumpolar stars.

b. Explain what causes a lunar eclipse. Explain what causes a solar eclipse. Include a diagram. Why do eclipses not occur every month?

c. Describe the phase changes of the Earth that one would see if viewed from the Moon.

d. How do you explain planet retrograde motion by the Earth-center hypothesis? By the Sun-center hypothesis?

e. How did Galileo’s observations show that the Earth-center theory (Ptolemaic) was wrong?

f. People say that Newton unified Earth and the universe. Explain.

g. Describe how an object is put into orbit, such as in an orbit about the Earth.

h. Explain what causes weightlessness.

i. Explain rotation. Explain the effects we see in the sky when the Earth rotates.

j. Explain the motion of revolution. Explain the effects of Earth revolution.

3. Discussion Questions (non-graded)

a. What is the celestial sphere?

b. How are angles measured?

c. How can we pinpoint where something is in the sky?

d. If one star is brighter than another, is it necessarily brighter?

e. What is a constellation?

f. What is the location of the Polaris Star at different locations? (Use a globe.)

g. What causes the phases of the Moon?

h. When do we see the Moon in the sky?

i. What is an eclipse, and why do they not occur every month?

j. How do we know the Earth is spherical (North Star, eclipses of Moon, ships at sea.)?

k. Looking at a globe, where is the zenith?

l. How do you explain retrograde motion for a geocentric model and for a heliocentric model?

m. How do the discovered laws of Kepler and Newton solidify the Sun-center theory?

n. Where is the ecliptic, and what constellations are close to it?

o. How does precession affect what we see in the sky?

p. How do you use the scientific method in other areas of life?

LEARNING TEAM

1. Review the objectives from Week One, and discuss additional insights and questions that may have arisen.

2. Science of Sunlight and Stars Paper (due Week Three)

As a learning team, submit a 1,750 to 2,100-word paper on the science of sunlight and stars. Include the following in your paper:

a. The internal structure of the Sun and how astronomers learn about the Sun’s interior

b. The energy output of the Sun and how it produces energy

c. The meaning of the Sun being in “equilibrium”

d. The Sun is a star. Briefly outline the evolution of a star and where the Sun is in its life cycle.

3. Take a “how” and “why” approach (science) rather than a series of unrelated facts (not science). Use APA guidelines to format the paper.

Week Two

Nature of the Planets

· Explain the surface and structure of the planet Earth.

· Isolate planets of the solar system, and explain their unique characteristics.

· Explain why planets have similarities and differences.

· Describe the nature of the planetary debris.

ASSIGNMENTS

€INDIVIDUAL

1. Read the following pages, in the text The Cosmic Perspective:

a. Read Chapter 7 (pp. 200-222)

b. Read Chapter 8 plus Special Topic (pp. 226-244).

c. Read Chapter 9 (pp. 247-281).

d. Read Chapter 10 (pp. 287-322).

e. Read Chapter 11 (pp. 328-354).

f. Read Chapter 12 (pp. 359-380).

g. Read Chapter 13 (pp. 384-405).

2. Planetary Comparison Paper (due Week Two)

Prepare a 1,050 to 1,400-word paper on the science of Earth as compared with the other planets in our solar system. Include the following in your paper:

a. You know much about planet Earth, as it is our home planet. It is, therefore, an ideal planet for comparative planetology. Briefly describe the properties of our planet and explain them. Include the qualities of the Earth’s interior and how we learn about it, as well as a description of properties that shape and change the Earth’s surface (e.g. volcanism, tectonics, and erosion).

b. Examine each planet in our solar system. How does it compare to Earth? What are its unique characteristics? Why do these features exist on that planet, as opposed to Earth?

c. Use APA guidelines to format your paper and base it on the assigned reading. Your paper will be assessed according to your writing skills as well as the quality of the content.

3. Content Questions (due Week Two)

Using your assigned reading above, answer the following content questions. Type your answers using 50 to 75 words per question. Always include the question with your answer. Your answers will be assessed according to the accuracy of the content.

a. Explain how you determine the age of rocks by radioactivity. Give an example.

b. How can scientists determine the internal structure of the Earth if the depth of the deepest well is only a tiny fraction of the Earth’s diameter?

c. Impact cratering, volcanism, tectonics, and erosion are the four major processes that affect planetary surfaces. Briefly explain two.

d. If the ages of the Earth and Moon are nearly identical, as believed, why are most rocks found on the Moon so much older than Earth rocks?

e. What do observations of the Moon suggest about its origin?

f. Which is hotter, Mercury or Venus? Why?

g. Venus and Earth are about the same size and mass, yet carbon dioxide is a major constituent of the atmosphere of Venus although oxygen is much more abundant in the Earth’s atmosphere. Explain why the atmospheres are so different.

h. Explain why there are two general families of planets – rocky terrestrial and gaseous jovian.

i. The first planets discovered since ancient times were Uranus and Neptune. Compare how they were discovered.

j. What knowledge do comets and asteroids provide to studies of the origin of the solar system?

4. Discussion Questions (non-graded)

a. What can we learn from studies of the surface of the Earth?

b. How did the Earth’s atmosphere change?

c. Is Venus an evening or morning star?

d. What characteristics do the planets have that make them unique?

e. Compare the surfaces of the Moon and Mercury. How are they similar and why?

f. How are the interiors of the Moon and Mercury studied? How are they different and why?

g. How did Venus and Earth end with such radically different atmospheres and climates?

h. Why does Mars have a thinner atmosphere and cooler temperature than Earth?

i. What are significant key characteristics of the jovian planets?

j. What led to the discovery of Uranus?

k. What led to the discovery of Neptune and Pluto?

l. What hints does this debris have regarding the origin of the solar system?

m. What would a calendar be like on one of the other planets?

n. What are the general characteristics of the solar system?

LEARNING TEAM

1. Review the objectives from Week Two, and discuss additional insights and questions that may have arisen.

2. Science of Sunlight and Stars Paper (due Week Three)

Learning teams will continue working on the Science of Sunlight and Stars paper, as outlined in Week One.

Week Three

The Sun and Stars

· Describe the nature and importance of light and other electromagnetic waves.

· Explain the nature of the sun.

· Describe the properties of stars.

· Explain the life cycle of stars.

ASSIGNMENTS

€INDIVIDUAL

1. Read the following pages in the text The Cosmic Perspective.

a. Read Chapter 5 (pp. 145-169).

b. Read Chapter 15 (pp. 501-521).

c. Read Chapter 16 (pp. 526-544).

d. Read Chapter 17 (pp. 548-567).

Optional reading for additional perspective:

o Chapter 6 (pp. 174-196)

o Chapter 18 (pp. 571-588)

2. Discussion Questions (non-graded)

a. What makes each of the electromagnetic waves unique?

b. How can you determine temperature by observing the electromagnetic spectrum?

c. What is the speed of light?

d. What is a telescope?

e. Why are only radio and optic telescopes used on the Earth’s surface?

f. Describe the Sun’s surface features and energy emitted.

g. Describe four or five different atoms and their characteristics.

h. What is nuclear fusion, and how does it work in the Sun?

i. Why are stars like the Sun round?

j. What is a baseline?

k. What baseline is used for stars and why?

l. How is the temperature of a star determined?

m. What can you learn from stellar spectra besides temperature?

n. How is the diameter of a star determined in a binary system?

o. What is the Helmholtz contraction, and what is its significance?

p. What is the life of stars of low mass and of high mass?

q. Compare the Sun with the other stars.

LEARNING TEAM

1. Review the objectives from Week Three, and discuss additional insights and questions that may have arisen.

2. Science of the Sunlight and Stars Paper (due Week Three)

Learning teams will submit their Science of the Sunlight and Stars papers, as outlined in Week One.

Week Four

The Large Scale Universe

· Describe the origin of the universe.

· Examine the hierarchy of the universe.

· Describe the structure of the Milky Way Galaxy.

ASSIGNMENTS

€INDIVIDUAL

1. Read the following pages in the text The Cosmic Perspective:

a. Review Chapter 1 (pp. 1-21).

b. Read Chapter 19 (pp. 592-612).

c. Read Chapter 20 (pp. 616-635).

d. Read Chapter 21 (pp. 640-657).

e. Read Chapter 22 (pp. 661-680).

f. Read Chapter 23 (pp. 685-703).

Optional reading for additional perspective

o Read Chapter S2 (pp. 410-429).

2. The Life Cycle of Stars Paper (due Week Four)

Write a 1,050 to 1,400-word paper describing the life cycle of stars. Begin with a brief overview of the nature and importance of light and other electromagnetic waves. Then explain where stars fit in the hierarchy of the universe, the characteristics of stars, and processes by which stars form, live, and die. Discuss how you recycle materials and how you relate this process to the structure of the Milky Way Galaxy and to the origin of the universe. Use APA guidelines to format your paper.

Consider these facts in describing the life cycle of stars:

a. Stars seem unchanging, but they are not.

b. Stars are born from the interstellar medium, become main sequence stars, use up sources of energy, and ultimately die.

c. During this time, the star can change dramatically.

d. The star’s fate depends on its mass.

3. Content Questions (due Week Four)

a. Light is one form of electromagnetic radiation. What are electromagnetic waves, and what other types exist besides light? Compare their wavelengths.

b. How you determine the temperature, composition, and motion of an object from its light spectrum?

c. In what way do astronomers infer that the Sun’s energy comes from nuclear fusion reactions? How do we know it does not come from chemical burning?

d. Explain how the Sun produces energy by nuclear fusion.

e. When we look at stars in the sky, we see a wide range of brightness. Explain the factors that would make one star appear brighter than another.

f. Compare the Sun with other stars.

g. Consider a star at the upper part of the main sequence (label it Star A) and a star in the lower part of the main sequence (label it Star B). Which is:

1) Larger?

2) More luminous?

3) More massive?

4) Hotter?

h. Compare the life spans of low mass stars and high mass stars. Explain why they are different.

i. What would an imaginary terrestrial observer see as the Sun runs out of hydrogen? If life is confined to Earth when this happens, would life perish from heat or from cold? Explain.

j. What kind of stars eventually become white dwarfs? What kind eventually become supernovae? What will be the ultimate fate of the Sun? Why?

k. Compare the solar system with the Milky Way Galaxy. (They are very different, but the terms are often confused.)

l. Describe the nature of the material between the stars and how it is observed.

m. Why are O and B stars the brightest in open clusters? Why are red giants the brightest stars in globular clusters?

n. Evidence is strong that the formation of the Sun (and its family of planets) happened by the same processes as the formation of stars. Explain.

o. How do you detect planets around other stars?

p. Did the Sun and solar system form in the first half or last half of our galaxy’s history? Explain.

q. Compare the stars found in the galactic disk (where the Sun is) with the stars in the halo of our galaxy.

r. How many years would a radio signal take to reach the nearest large galaxy to us, the Andromeda galaxy? (Hint: Consider the nature of all electromagnetic waves.)

s. Why is the study of the most distant galaxies we can see related to the study of conditions around the time that our galaxy (and perhaps others) was forming?

t. What observational evidence supports the Big Bang theory of cosmology? Explain.

4. Discussion Questions (non-graded)

a. Describe the Milky Way Galaxy, its constituents, its size, and our location within it.

b. Is our solar system very different from others? Explain.

c. What is meant by, “We are made of stardust?”

d. What do Population I and II stars hint about the formation of the galaxy?

e. How can you use the period-luminosity relation to obtain distances to other galaxies?

f. Describe the large-scale structure of the universe?

g. Describe the motion of the galaxies.

h. What is Hubble’s Law and its significance?

i. How can we look back in time?

j. What are the two major theories of the origin of the universe?

k. What is the strong evidence that supports the Big Bang theory?

l. Can you picture all of space being in a single point, called a singularity?

m. What is meant by the fourth dimension? (Use an analogy.)

n. What is our connection with the universe?

o. Will the universe expand forever?

LEARNING TEAM

1. Review the objectives from Week Four, and discuss additional insights and questions that may have arisen.

2. Astronomy Research and the Search for Extraterrestrial Life Paper and Presentation (due Week Five)

As a learning team, write a 2,100 to 2,450-word paper, using a minimum of two outside sources, and create a 15 to 20-slide PowerPoint® presentation in which you:

a. Describe the properties of life on Earth.

b. Examine the possibilities of extraterrestrial life in our solar system. Where and how might life be possible?

c. Describe the types of stars that could have life-bearing planets.

d. Outline humanity’s search for extraterrestrial intelligence.

e. Explain how the science of astronomy is being validated, updated, and perfected by continuous astronomical research, and how you relate this to speculation about extraterrestrial life

Week Five

Extraterrestrial Life/Astronomy Research

· Examine the properties of life on earth.

· Examine the possibilities of extraterrestrial life in our solar system.

· Describe the types of stars that could have life-bearing planets.

· Examine the search for extraterrestrial intelligence.

· Describe the science of astronomy being validated, updated, and perfected by continuous astronomical research.

ASSIGNMENTS

€INDIVIDUAL

1. Read the following in the text The Cosmic Perspective:

a. Review Chapter 9 (pp. 247-287).

b. Review Chapter 14 (pp. 477-497).

c. Read Chapter 24 (pp. 708-732).

2. Discussion Questions (non-graded)

a. What are the conditions necessary for life to flourish?

b. Why is water important for life?

c. Why is carbon so unique and important to life?

d. Is life on Earth unique?

e. Could Mars harbor life, or did it in the past?

f. Do other stars have planetary systems?

g. What is the problem with high-mass stars?

h. What spectral class stars would most likely have planets that harbor life?

i. How would we calculate the probability of the number of civilizations that exist per galaxy?

j. What is intelligence?

k. Can you communicate with an intelligent extraterrestrial civilization?

l. What is the difference between EFO and UFO?

m. Do EFOs exist?

LEARNING TEAM

1. Review the objectives from Week Four, and discuss additional insights and questions that may have arisen.

2. Astronomy Research and the Search for Extraterrestrial Life Paper and Presentation (due Week Five)

Learning teams will submit their Astronomy Research and the Search for Extraterrestrial Life papers and deliver their presentations, as outlined in Week Four.