SEMESTER AT SEA COURSE SYLLABUS Voyage: Fall 2013 Discipline: Astronomy Course Title: ASTR 1559-501 (A Days, 0800-0915 hours) Introduction to Astronomy and the Night Sky (section 1) Lower Division Faculty Name: George D. Nelson Pre-requisites: High School algebra and geometry and a curious disposition COURSE DESCRIPTION Humans have always looked to the sky and wondered. What are the sun, moon, planets, and stars? How big? How far? How old? How do they impact our lives? Are we alone? The story of how we answered most of these questions and posed new questions to explore describes one of humanities greatest adventures. More than any other endeavor, astronomy established science as the human invention most useful for understanding the natural world and our place in it. This course is a guided tour through the universe. Throughout the course, the nature of the scientific enterprise will be the integrating theme. The field work takes advantage of being at sea (and a kind Captain who will turn off the lights). We will spend time on deck to observe the sun and moon, and learn the fall constellations in both the northern and southern sky. We will learn to read and use sky maps and construct simple instruments to make observations to estimate the ship s position. There is nothing like knowing the stars to help one connect with the universe. In class, we will assemble a small set of knowledge and tools that we can draw on as we grow our understanding. Gravity describes the motion of every celestial object and how they interact with each other; light carries information through the vacuum of space; and a clever array of instruments collect that information for us to ponder. Our exploration will start with a tour through the solar system, briefly examining the sun, the planets, and the other objects bound to the sun by gravity. The history of how we came to accept the scientific description of the structure and size of the solar system provides an example of the tension between science and other ways of knowing that is relevant to today s debates. From the solar system, we will expand our perspective to the stars, the source of energy and elements that make us and keep us alive. Our description of how stars work and evolve is one of the crowning achievements of the last century. Galaxies, most with gigantic black holes at their centers, are where stars are born and die. They are the objects that inform us about the universe as a whole. In the past 100 years, by inventing some ingenious new science and using incredible instruments like the Hubble Space Telescope, we have we assembled an amazingly detailed understanding of the size, age, and evolution of the whole universe. At the same time, surprising new discoveries and ideas have led to new mysteries that will keep astronomers busy for a long time. 1
COURSE OBJECTIVES 1. Students will understand the phases of the moon and apparent motion of the sun, moon, and planets by building models based on observations and scientific ideas. 2. Students will be able to identify the fall constellations and bright stars in both the northern and southern sky. They will measure the stellar positions of the sun and stars to estimate the ships latitude. 3. Students will gain an historical perspective of the development of astronomical knowledge. 4. Students will gain a basic understanding of theories of gravity and light and the tools of that help astronomers explore. 5. Students will understand how humans derived the scale and structure of the solar system. 6. Students will develop a beginning understanding of the characteristics and evolution of planets, asteroids, plutoids, and comets. 7. Students will develop a beginning understanding of the composition, formation, and evolution of the sun and stars. 8. Students will develop a beginning understanding of galaxies and how observations of distant galaxies help us build a model of the structure and evolution of the universe. 9. Students will appreciate the open questions facing astronomers today including the nature of black holes, dark matter, dark energy, and the origin of the universe. 10. Students will understand the nature of the scientific enterprise, the role of evidence, and how science relates to other ways of knowing. REQUIRED TEXTBOOKS AUTHOR: George Greenstein TITLE: Understanding the Universe PUBLISHER: Cambridge University Press ISBN #: ISBN-13: 9780521145329 DATE/EDITION: 2012 1 st Edition AUTHOR: Carl Sagan TITLE: The Varieties of Scientific Experience PUBLISHER: The Penguin Press ISBN #: ISBN-0-14-311262-7 DATE/EDITION: Paperback Note: I will provide a small set of worksheets and readings for use during class and field observations. I will also provide materials needed for the observing sessions. Reading for a given class is expected to be done prior to class. TOPICAL OUTLINE OF COURSE A1- August 26: Introduction to the course and pretest to assess prior knowledge, preconceptions, and math skills. The visible universe and the visible sky. Overview of field program. A2-August 28: Astronomy topics: Tour of the objects in the universe. Observing the sun, moon, 2
and stars. Nature of Science topics: Hypothesis testing why does the sun rise and set? The importance of skepticism What causes the moon s phases? Reading: Greenstein Ch. 1, Sagan Chapter 1 August 29-September 1: St. Petersburg A3- September 3: Astronomy topic: The origin of astronomy. Nature of Science topic: The importance of skepticism Can we test astrological predictions? Lessons from History are science and religion compatible? Reading: Greenstein Ch. 2, Sagan Ch. 2 September 5-8: Hamburg A4- September 9: Astronomy topic: Gravity and Orbits. Reading: Greenstein Ch. 3 September 12-14: Antwerp September 15-16: Le Havre A5- September 11: Astronomy topic: Light. Reading: Greenstein Ch. 4, Sagan Ch. 3 A6- September 18: Astronomy topic: The astronomers tools: telescopes and space probes. Nature of Science topic: Scientific experiments is there a scientific method? Reading: Greenstein Ch. 5 September 20-23: Dublin, Autumnal Equinox September 22 at 2022 UT A7- September 24: Astronomy topic: Introducing the solar system. Reading: Greenstein Ch. 6 A8- September 26: Astronomy topic: The inner solar system. Reading: Greenstein Ch. 7 September 27-29: Lisbon September 30-October 1: Cadiz October 3-6: Casablanca A9- October 8: Astronomy topic: The outer solar system. Nature of Science topic: What role does luck play in science? Reading: Greenstein Ch. 8 A10- October 11: Astronomy topic: Small bodies in the solar system. Nature of Science topic: What is the public s role in science? Reading: Greenstein Ch. 9 3
A11- October 13: Test #1 October 15-18: Tema, Partial Lunar Eclipse October 18 max around 11:30 pm A12- October 20: Astronomy topic: Planets beyond the solar system. Nature of Science topic: How important is accuracy? What can we learn from indirect evidence? Reading: Greenstein Ch. 10 A13- October 22: Astronomy topic: The sun. Nature of Science topic: When do scientists change their minds? Reading: Greenstein Ch. 11 A14- October 25: Astronomy topic: A census of stars. Nature of Science topic: What is a representative sample? Reading: Greenstein Ch. 12 October 26-30: Cape Town, Possible visit to the South African Astronomical Observatory? A15- November 2: Astronomy topic: Formation of stars and planets. Nature of Science topic: What is the connection between theory and observation? Total Solar Eclipse November 3, we will be too far south, but may see the moon cover a small piece of the sun. Reading: Greenstein Ch. 13 A16- November 5: Astronomy topic: Stellar Structure Reading: Greenstein Ch. 14 A17- November 7: Astronomy topic: Stellar evolution and death, Supernovae, neutron stars and black holes. Nature of Science topic: How do we know what is real and what is fantasy? Reading: Greenstein Ch. 15 A18- November 10: Test #2 November 12-16: Buenos Aires A19- November 19: Astronomy topic: The Milky Way galaxy. Nature of Science topic: Why is more data better? Reading: Greenstein Ch. 16 November 20-22: Rio de Janeiro November 23-24: Transit November 25-27: Salvador A20- November 28: Astronomy topic: Galaxies. Nature of Science topic: Discovery in science how much weight should we give scientific evidence? 4
Reading: Greenstein Ch. 17 A21- November 30: Astronomy topic: Cosmology: The structure of the universe. Nature of Science topic: Uncertainty in science designing scientific observations. Reading: Greenstein Ch. 18 A22- December 3: Astronomy topic: Cosmology: The history and fate of the universe. Nature of Science topic: How much don t we know? Reading: Greenstein Ch. 18, Sagan Ch. 4 A23- December 5: Astronomy topic: Life in the Universe. Nature of Science topic: Long shots balancing potential gains and expenses. Reading: Greenstein Ch. 19, Sagan Ch. 9 A24- December 8: Test #3 December 9-11 Havana December 16: Ft. Lauderdale FIELD WORK FIELD LAB/Assignments Attendance and participation in the Field Lab is MANDATORY. Onboard Observing Students will maintain a journal of day and night observations taken when the sky is sufficiently clear throughout the semester. The intent of the field lab is to acquaint students with the day and night sky, to help them learn to recognize some stars and constellations, and to help them apply classroom knowledge to know where to look for the moon and planets and predict their motion relative to the stars. Daylight observations will include building and using a simple instrument to measure the angle of the sun above the horizon to determine the angle and time for local noon. On the autumnal equinox (September 22) this angle will enable students to calculate the ship s latitude directly. Shortly after crossing the equator on October, 19 or 20 the sun will be directly overhead at noon, a sight often assumed, but never seen in North America. Students will also measure the length of the day at least four times during the semester early, near the solstice, mid-november, and early December to explore how the length of the day varies with latitude and the calendar. (On November 3 there is a solar eclipse visible from the Atlantic, but I think we will be too far south to see it.) Night observations will take place on Deck 8. Students will plan and log at least six hours of observing spread over the duration of the semester. Planning will include using star charts and other tools to choose constellations, bright stars, the moon, and planets visible during the observing session. During the observation sessions, we will find and identify constellations and objects, and record their positions in the sky. Binoculars will be used to observe and identify lunar features. We will also relate the observations where appropriate to classroom activities. Weather permitting; there are some unique opportunities on this trip. On October 6-8 Mercury, Venus, Saturn, and the crescent moon will be visible in the same area of the sky shortly after sunset. We will record observations of the penumbral lunar eclipse on October 18 for the hour spanning 23:49 GMT and attempt to observe some Leonid meteors on November 17 though it will be a full moon. At the end of each set of observations, students will reflect in their journals about what they have 5
learned. Journals will be graded on fulfillment of the required number and hours of observing, the quality of planning and recording, and the completeness and quality of the solar observations and explanations. METHODS OF EVALUATION / GRADING RUBRIC Grades will be based on three tests, short classroom assignments (homework), a final learning reflection, and the field journal. Tests will each be worth 20% of the grade, homework 15%, field journal 20%, and learning reflection 5%. Scores will not be curved. The table below summarizes how grades will be assigned. Total points Grade 90-100 A 80-89 B 70-79 C 60-69 D <60 F RESERVE LIBRARY LIST AUTHOR: Ian Ridpath TITLE: Norton's Star Atlas and Reference Handbook: And Reference Handbook PUBLISHER: Pi Press ISBN #: 0-13-145164 DATE/EDITION: 2004/20th ELECTRONIC COURSE MATERIALS I will supply worksheets, and other materials to be scanned and placed on the intranet for the course. ADDITIONAL RESOURCES None HONOR CODE Semester at Sea students enroll in an academic program administered by the University of Virginia, and thus bind themselves to the University s honor code. The code prohibits all acts of lying, cheating, and stealing. Please consult the Voyager s Handbook for further explanation of what constitutes an honor offense. Each written assignment for this course must be pledged by the student as follows: On my honor as a student, I pledge that I have neither given nor received aid on this assignment. The pledge must be signed, or, in the case of an electronic file, signed [signed]. 6