Spring Blackboard: PowerPoint lecture slides will be available for viewing, printing, and downloading through Blackboard.

Transcription

1 Spring 2018 The University of Texas Rio Grande Valley Physics & Astronomy Department Course Syllabus for Astronomy L Instructor: Nicolas A. Pereyra, Ph.D. Office: EPHYS 1.133; Phone (956) Class Hours [Lecture Hall] (online via Blackboard): MW 6:30 pm 7:45 pm. To participate in this course, you should have easy access to a computer less than 5-years old with high-speed internet connection via cable modem, LAN or DSL. Technical Assistance: If you have any difficulty with Blackboard please contact the COLTT HelpDesk: ( (Brownsville) / (Edinburg) / coltthelp@utrgv.edu / Office Hours: MW 1:40 pm 2:55 pm. Do not hesitate to send me an if we need to talk so we can agree on a convenient time for a phone call, or office meeting. Response Time: Generally I will respond to s within one day of receiving them. If I plan to be away from my computer for more than a couple of days, I will let you know in advance. Any technical questions can be referred to Blackboard Support. I will update grades each time a grading session has been complete typically one day following the completion of an activity. You will see a visual indication of new grades posted on your Blackboard home page under the link to this course. Textbook: The Essential Cosmic Perspective, 8 th Edition by Bennett, Donahue, Schneider, and Voit. (5 th, 6 th, and 7 th Editions are OK). Blackboard: PowerPoint lecture slides will be available for viewing, printing, and downloading through Blackboard. Catalogue Course Description: ASTR 1401: A study of basic concepts in Astronomy and of our Solar System. Telescopes and other instruments, including the planetarium, are used as an integral part of the course. Page 1 of 11

2 Prerequisite: None. Netiquette: Students are expected to conduct themselves in a professional manner during in class and online interactions. Netiquette describes the code of conduct for online activities. It ensures respect for others and prevents misunderstandings or unintentional offenses to others. The netiquette described here is amended to ensure your success in this course.\ When you are typing or submitting a response, avoid using all capital letters (caps). Caps is equal to SHOUTING YOUR MESSAGE. Although it is customary to use acronyms (ex. ROFL - rolling on floor laughing, BTW - by the way, or FYI - for your information) when texting online, avoid using these in your class communication. Although you are encouraged to participate and ask questions, it is asked that you do not spam other users (SPAM refers to unwanted or excessive ). Before sending mass s, consider using the discussion board to post general inquiries or requesting assistance from your instructor. Students are encouraged to comment, question, or critique an idea but students are not to attack an individual. It is important to foster a safe learning environment. Page 2 of 11

3 Students with Disabilities: If you have a documented disability (physical, psychological, learning, or other disability which affects your academic performance) and would like to receive academic accommodations, please inform your instructor and contact Student Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) (Voice) or via at accessibility@utrgv.edu. Edinburg Campus: Student Accessibility Services is located in 108 University Center and can be contacted by phone at (956) (Voice), (956) (Fax), or via at accessibility@utrgv.edu. Mandatory Course Evaluation Period: Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account ( you will be contacted through with further instructions. Students who complete their evaluations will have priority access to their grades. Sexual Harassment, Discrimination, and Violence: In accordance with UT System regulations, your instructor is a responsible employee for reporting purposes under Title IX regulations and so must report any instance, occurring during a student s time in college, of sexual assault, stalking, dating violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and discrimination. Page 3 of 11

4 Student Learning Outcomes, Core Curriculum, and Objectives: Astronomy is the study of the universe in which we live. The celestial bodies, including Earth, will be studied to improve our understanding of the origins, evolution, composition as well as the motion of these celestial bodies including: stars, planets, asteroids, comets, and meteors. Astronomers look at the universe and see a vast system of objects waiting to be discovered and understood. At the end of this course students will be able to: To recognize scientific and quantitative methods used by astronomers, and apply these methods in lecture classes to develop critical thinking skills within the area of the natural sciences and Astronomy in particular. To recognize scientific and quantitative methods used by astronomers, and apply these methods in the laboratory portion to develop empirical and quantitative skills within the area of the natural sciences and Astronomy in particular. To recognize approaches used by astronomers to communicate findings and interpretation, and apply these approaches in the laboratory portion of the course to develop communication skills within the area of the natural sciences and Astronomy in particular. To develop teamwork skills in the laboratory portion of the course, to be able to work effectively with others and support a shared purpose or goal. To develop teamwork skills in the lecture classes to develop the ability to consider different points of view. To identify and recognize scientific theories dealing with the creation of our solar system. To demonstrate knowledge of the major issues and problems facing astronomy today; e.g., how many planets revolve around our sun? To demonstrate knowledge of the interdependence of science and technology and the effects on our modern culture. Today s astronomical instruments and techniques are expanding our views of the earth and its place in the universe. Page 4 of 11

5 I. A Modern View of Our Universe (Chapter 1 of the Textbook): Geocentric Model. Moons. Planets. Asteroids. Comets. Stars. Galaxies. Group and Clusters. Superclusters. Observable Universe. Universe. Nuclear fusion. The Earth. The Moon. The Sun. The Solar System. Ecliptic Plane. The Milky Way. Local Group. Virgo Supercluster (Local Super Cluster). Dwarf Planet. Binary System. Rotation. Orbit or Revolution. Expansion. Expansion of the Universe. Big Bang. Galactic Recycling. Astronomical Unit (AU). Light-year (ly). Day. Year. Approximate distance between the Sun and the nearest star. Name the eight planets in their order from the Sun. Be able to order from smallest to largest the following objects: Earth, Solar System, Stellar Neighborhood, Milky Way Galaxy, Local Group, Local Super Cluster, Universe. In the scale where the Sun is a grapefruit, you should be able to give approximate scale sizes of the planets, distances of the planets from the Sun, distance of nearby stars from the Sun, size of our Milky Way. In the scale where the time of the Universe is one year, you should be able to tell approximately the time when the Milky Way was formed, the time of the appearance of the Earth, the time of the extinction of the dinosaurs, the time of appearance of modern humans, and the time when Kepler and Galileo showed that the Earth orbits the Sun. Given the distance in light-years of an object from Earth, be able to tell the time it will take light to travel from that object to Earth. Recognize the following Earth movements: rotation about its axis, orbit around the Sun, movement in the stellar neighborhood, movement around the Milky Way, movement with respect to distant Galaxies. State the two chemical elements which stars are mainly composed of. II. Discovering the Universe for Yourself (Chapter 2 of the Textbook): Celestial Sphere. Constellations. North Celestial Pole. South Celestial Pole. Celestial Equator. Ecliptic (as seen on the Celestial Sphere). The Milky Way Band. North Star (Polaris). Declination (Dec.). Right Ascension (RA). Local Sky. Horizon. Zenith. Meridian (of the Local Sky). Altitude (of the Local Sky). Direction (of the Local Sky). Angular Size. Angular Distance. Degrees. Arcminutes. Arcseconds. Rotation. Circumpolar Stars. Northern Hemisphere (of Earth). Southern Hemisphere (of Earth). Latitude. Longitude. Solar Day. Sidereal Day. Seasons. Winter Solstice. Summer Solstice. Fall Equinox. Spring Equinox. Earth s Precession. Sidereal Month. Synodic Month. Moon Phases. New Moon. First Quarter (Moon Phase). Full Moon. Third Quarter (Moon Phase). Far Side of the Moon. Lunar Eclipse. Solar Eclipse. Umbra. Penumbra. Total Lunar Eclipse. Partial Lunar Eclipse. Penumbral Lunar Eclipse. Total Solar Eclipse. Partial Solar Eclipse. Annular Solar Eclipse. Nodes (of the lunar orbit around the Earth). Saros Cycle. Apparent Retrograde Motion. To determine whether we can see a distant Galaxy if it lies on the plane of our Milky Way, or if it lies above/below the plane of our Milky Way. Explain why we have Seasons. State the change in the orientation of Earth s axis with respect to the Sun at each solstice and at each equinox. State the order in which the different moon phases appear in the sky. State the relative positions of the Sun, Earth, and Moon during lunar eclipses. State the relative positions of the Sun, Earth, and Moon during solar eclipses. Estimate the rising and setting times of the Moon based on its phase. State why the North Star is useful for navigation. Page 5 of 11

6 III. IV. The Science of Astronomy (Chapter 3 of the Textbook): Sundial. Circle. Center (of a Circle). Radius (of a Circle). Ellipse. Center (of an Ellipse). Foci (focus singular) of an Ellipse. Major Axis of an Ellipse. Semi-Major Axis of an Ellipse. Minor Axis of an Ellipse. Semi-Minor Axis of an Ellipse. Perihelion. Aphelion. Eccentricity. Kepler s First Law. Kepler s Second Law. Kepler s Third Law. Science. Hypothesis. Scientific Models. Scientific Theories. State the practical applications of Astronomy for ancient civilizations. Describe the contributions and approximate dates (within a few centuries) of: a. Ancient Greek Science b. Ptolemy (Ptolemaic Model) c. Eratosthenes d. Islamic Science in the 800s e. Copernicus f. Tycho Brahe g. Kepler h. Galileo Making Sense of the Universe: Understanding Motion, Energy, and Gravity (Chapter 4 of the Textbook): Scalar. Vector. Speed. Velocity. Acceleration. Acceleration of Gravity. Mass. Momentum. Force. Net Force. Weight. Newton s First Law. Newton s Second Law. Newton s Third Law. Angular Momentum. Energy. Kinetic Energy. Radiative Energy. Potential Energy. Thermal Energy. Temperature. Absolute Zero. Conservation (in Astronomy). Force of Gravity. Escape Velocity. Tidal Forces. Tides. Bound orbit. Unbound orbit. Center of Mass. State the difference between a vector and a scalar. State the difference between velocity and speed. If you are standing on a scale in an elevator, state under what conditions the scale will give your normal weight, give a value heavier than your normal weight, give a value lighter than your normal weight, and give no weight at all (a value of zero weight). State the difference between thermal energy and temperature. Describe how tidal forces generate ocean tides on Earth. State the three types of orbits of an object pulled by gravity (ellipse, parabola, hyperbola) and for each type state whether it s a bound orbit or an unbound orbit. Page 6 of 11

7 V. Light the Cosmic Messenger (Chapter 5 of the Textbook): Wave. Wavelength of a Wave. Frequency of a Wave. Period of a Wave. Speed of a Wave. Visible Light. Infrared Light. Ultraviolet Light. Electromagnetic Wave. Photon. Energy. Momentum. Speed of Light. Matter. Atom. Chemical Element. Nucleus of Atom. Electron. Proton. Neutron. Atomic Number. Atomic Mass Number. Isotope. Emission. Absorption. Reflection/Scattering. Transmission. Emission Line Spectrum. Absorption Line Spectrum. Continuous Spectrum. Temperature. Thermal Spectrum. Stefan-Boltzmann s Law. Wein s Law. Doppler Effect. Doppler Shift. Blue-shifted. Red-shifted. Refracting Telescope. Reflecting Telescope. Light Collecting Area (of a Telescope). Angular Resolution (of a Telescope). Adaptive Optics. Interferometry. State the types of electromagnetic spectra (radio, visible light, ) in order from lower energy to higher energy. Realize that during the emission of a photon by an atom, the energy of the photon is equal to the energy lost by the atom as its electrons go from one energy state to another. Realize that during the absorption of a photon by an atom, the energy of the photon is equal to the energy gained by the atom as its electrons go from one energy state to another.if one photon is of a higher energy than another, state which one has a longer wavelength. If one photon is of a higher energy than another, state which on has a higher frequency. State how we can determine the temperature of a star by its color. State how Doppler shifts can help us determine the velocities of objects. State which types of light (electromagnetic waves) can be detected from ground telescopes. State which types of light can only be detected by space telescopes (telescopes outside of our atmosphere). VI. Formation of the Solar System & Other Planetary Systems (Chapters 6 & 10 of the Textbook): Rings (Planetary). Asteroid Belt. Kuiper Belt. Density. Nebular Theory. Conservation (in Astronomy). Solar Nebula. Planetesimals. Frost Line. Inner Solar System. Outer Solar System. Terrestrial Planets. Greenhouse Effect. Ozone. Jovian Planets (Gas Giants). Galilean Moons. Doppler Effect. Doppler Shift. Doppler Technique. Planetary Transits. Name the four Terrestrial planets in their order from the Sun. Name Mars two moons. Name the four Jovian planets in their order from the Sun. Name the large moons of each of the Jovian planets. Name Pluto s four moons. State the relative position of the Asteroid Belt in the Solar System. State the relative position of the Kuiper Belt in the Solar System. State the general observed features or rules of our Solar System. State the general observed features specific to the Terrestrial Planets. State the general observed features specific to the Jovian Planets. State exceptions to the general observed features, and which planets present the exception. Describe the stages that the Solar Nebula went through as it passed from cloud to solar system. State conservations laws that came into play in the different stage of the Solar Nebula Theory. State the properties of the Solar System that the Nebular theory is able to explain and why. Describe the evidence we have to support the Nebular Theory. Page 7 of 11

8 VII. Earth and the Terrestrial Worlds (Chapter 7 of the Textbook) Geologically Active. Geologically Dead. Rigid Rock. Deformable Rock. Lithosphere. Crust. Mantle. Core (Planet). Differentiation. Electromagnet. Magnetosphere. Impact Cratering. Volcanism. Volcanic Outgassing. Tectonics. Erosion. Greenhouse Gases. Runaway Greenhouse Effect. Global Warming. Lunar Maria. Sublimation. CO 2 cycle. Thermostat. Solar Wind. Name the four Terrestrial planets in their order of size. Name the four Terrestrial planets in their order of surface atmospheric density. State the mechanism that generates Earth s magnetic field. Describe how the internal heat of a planet is related to its geological activity. Describe how the size of planet affects its capacity to retain internal heat. Describe how the thickness of the lithosphere is related to the internal heat of a planet. Name the gasses commonly released in volcanic outgassing. State why Earth s atmosphere has a large amount of oxygen. VIII. Jovian Planet Systems (Chapter 8 of the Textbook) Density Volume. Liquid Hydrogen. Metallic Hydrogen. Auroras. Plasma.Tidal Heating. Moonlet Name the four Jovian planet from least dense to most dense. Name the large moons of each of the Jovian planets and describe their general known properties. Describe the current models of the interiors of the four Jovian planets. Describe the formation of the Jovian planets according to the Nebular Theory. IX. Asteroids, Comets, and Dwarf Planets: Their Nature, Orbits, Impacts (Chapter 9 of the Textbook) Dwarf Planets. Plutoids. Frost Line. Solar Wind. Comet. Asteroid. Asteroid Belt. Gaps (in the Asteroid Belt). Meteor. Meteorite. Primitive Meteorite. Stony Primitive Meteorite. Carbon-rich Primitive Meteorite. Processed Meteorite. Rocky Processed Meteorites. Metal-rich Processed Meteorites. Lunar Meteorite. Martian Meteorite. Kuiper Belt. Oort Cloud. Nucleus (of a Comet). Coma (of a Comet). Comet Tail. Plasma Tail. Dust Tail. Sublimation. Meteor Shower. Eris. Describe how asteroids are detected. Describe the formation of asteroids according to the Nebular Theory. Describe our current understanding of how gaps in the Asteroid Belt are formed. State the relative position of the Asteroid Belt in the Solar System. Describe the common features and the differences between Asteroids and Comets. Describe the formation of comets according to the Nebular Theory. State the relative position of the Kuiper Belt in the Solar System. State the relative position of the Oort Cloud in the Solar System. Describe the two types of comet tails and their formation. Name Pluto s Four Moons. Describe our current understanding of what caused the extinction of the dinosaurs. Page 8 of 11

9 Grading Policy: 5 Hourly Lecture Tests... 75% (Lowest Lecture Test score will be dropped) Laboratory.. 25% Note #1: Students must be registered in one of the Astronomy 1401 Laboratory sections. Department policy requires that a student must make a Laboratory grade of 60 or better in order to pass the course. Note #2: As indicated above, we will have 5 (five) lecture exams. Each exam will correspond to one or two of chapters of the textbook. The content list in pages 5-8 of this syllabus may be used as a study guide for the exams. Note #3: The lowest lecture test grade will be dropped. Note #4: The attached lecture schedule includes the tentative test dates, as the semester develops exact test dates will be announced in class (through Blackboard). The tests will be given online through Blackboard and will consist of multiple choice questions. On the corresponding day of each exam, the exam will accessible from 7:00 am (morning) to 2:50 am (after midnight). Note #5: It is very much recommended that the student read the corresponding chapter once before the class and that they bring their textbook to class. This will stimulate class participation that is a very important part of the lecture activity. Also questions that may arise during the students prereading of the chapter may be addressed during the lecture and stimulate further class discussion that will in turn enhance the lecture process. Additional questions that may arise to the student can of course also be addressed during office hours. Page 9 of 11

10 Note #6: It is also very much recommended that after the lectures for a given chapter have been completed, that the student work through the Review Questions and Test Your Understanding sections of the given chapter of the textbook (these sections are found at the end of each chapter; questions taken from these two sections may appear in the lecture tests). Any questions that arise to the student at this point may be addressed during the review classes or in office hours Note #7: No Final Exam. Page 10 of 11

11 Tentative Schedule for ASTR L (Subject to change): Week Date Lecture 1 Mon Jan 15 Dr. Martin Luther King Jr. Day (no classes) 1 Wed Jan 17 Course Introduction 2 Mon Jan 22 Chapter 1s 2 Wed Jan 24 Chapter 1 3 Mon Jan 29 Chapter 2 3 Wed Jan 31 Chapter 2 4 Mon Feb 5 Review of Chapters 1 and 2 4 Wed Feb 7 Test #1 (Chapters 1 and 2) 5 Mon Feb 12 Chapter 3 5 Wed Feb 14 Chapter 3 6 Mon Feb 19 Chapter 4 6 Wed Feb 21 Chapter 4 7 Mon Feb 26 Review of Chapters 3 and 4 7 Wed Feb 28 Test #2 (Chapters 3 and 4) 8 Mon Mar 5 Chapter 5 8 Wed Mar 7 Chapter 5 Week Date Lecture 9 Mon Mar 12 Spring Break (no classes) 9 Wed Mar 14 Spring Break (no classes) 10 Mon Mar 19 Review of Chapter 5 10 Wed Mar 21 Test #3 (Chapter 5) 11 Mon Mar 26 Chapters 6 & Wed Mar 28 Chapter 6 & Mon Apr 2 Chapter 7 12 Wed Apr 4 Chapter 7 13 Mon Apr 9 Reviews of Chapters 6 & 10 and 7 13 Wed Apr 11 Test #4 (Chapters 6 & 10 and 7) 14 Mon Apr 16 Chapter 8 14 Wed Apr 18 Chapter 8 15 Mon Apr 23 Chapter 9 15 Wed Apr 25 Chapter 9 16 Mon Apr 30 Review of Chapters 8 and 9 16 Wed May 2 Test #5 (Chapters 8 and 9) Page 11 of 11