Active Outline
General Information
- Course ID (CB01A and CB01B)
- ASTR D015L
- Course Title (CB02)
- Astronomy Laboratory
- Course Credit Status
- Credit - Degree Applicable
- Effective Term
- Fall 2023
- Course Description
- Introductory astronomy lab in which students use astronomical techniques, data, and software to evaluate hypotheses about the physical universe. Areas of investigation include our solar system and the extrasolar planets, as well as stars, galaxies, and the evolution of the universe.
- Faculty Requirements
- Course Family
- Not Applicable
Course Justification
This course meets a general education requirement for °®¶¹´«Ã½, CSUGE and IGETC. This course is transferable to CSU and UC. In this course, students learn about the methods of science by using those methods in an astronomical context.
Foothill Equivalency
- Does the course have a Foothill equivalent?
- No
- Foothill Course ID
Formerly Statement
Course Development Options
- Basic Skill Status (CB08)
- Course is not a basic skills course.
- Grade Options
- Letter Grade
- Pass/No Pass
- Repeat Limit
- 0
Transferability & Gen. Ed. Options
- Transferability
- Transferable to both UC and CSU
| °®¶¹´«Ã½ GE | Area(s) | Status | Details |
|---|---|---|---|
| 2GBX | °®¶¹´«Ã½ GE Area B - Natural Sciences | Approved | This is a stand-alone lab course that must be completed with or after the corresponding lecture course for GE credit. |
| CSU GE | Area(s) | Status | Details |
|---|---|---|---|
| CGB3 | CSU GE Area B3 - Science Laboratory Activity | Approved |
| IGETC | Area(s) | Status | Details |
|---|---|---|---|
| IG5C | IGETC Area 5C - Science Laboratory | Approved |
Units and Hours
Summary
- Minimum Credit Units
- 1.0
- Maximum Credit Units
- 1.0
Weekly Student Hours
| Type | In Class | Out of Class |
|---|---|---|
| Lecture Hours | 0.0 | 0.0 |
| Laboratory Hours | 3.0 | 0.0 |
Course Student Hours
- Course Duration (Weeks)
- 12.0
- Hours per unit divisor
- 36.0
Course In-Class (Contact) Hours
- Lecture
- 0.0
- Laboratory
- 36.0
- Total
- 36.0
Course Out-of-Class Hours
- Lecture
- 0.0
- Laboratory
- 0.0
- NA
- 0.0
- Total
- 0.0
Prerequisite(s)
ASTR D004. or ASTR D010. (either course may be taken concurrently)
Corequisite(s)
Advisory(ies)
- ESL D272. and ESL D273., or ESL D472. and ESL D473., or eligibility for EWRT D001A or EWRT D01AH or ESL D005.
- Pre-algebra or equivalent (or higher), or appropriate placement beyond pre-algebra
Limitation(s) on Enrollment
Entrance Skill(s)
General Course Statement(s)
(See general education pages for the requirements this course meets.)
Methods of Instruction
Examination of visual aids
In-class exploration of Internet sites
Collaborative learning and small group exercises
Discussion and problem solving performed in class
Collaborative projects
Laboratory discussion sessions and quizzes that evaluate laboratory exercises from previous weeks
Quiz and examination review performed in class
Assignments
- Required readings from the Laboratory Manual, which introduce concepts to be covered in the next laboratory exercise.
- Analysis and discussion of astronomical data, to develop critical thinking skills by testing hypotheses about the physical universe.
- Quantitative, analytical work products from lab exercises. Some examples:
- Diagrams showing models of the solar system that students develop through examination and critical discussion of the apparent motions of the planets in the sky.
- Diagrams, images, and physical models of simple telescopes, to evaluate the advantages and disadvantages of different telescope types.
- Computer-processed images of astronomical objects, in which the collaboratively-made choices of processing methods are used to evaluate the composition, history, distance, etc. of the object(s) being studied.
Methods of Evaluation
- Lab quizzes and final exam that appraise comprehension and require analysis, synthesis, and application of course material.
- Participation in small-group and class discussions and analyses of astronomical data, so as to demonstrate an increasing ability to evaluate hypotheses about the nature and history of the physical universe.
- Work products from laboratory exercises demonstrate proficiency in standard astronomical data-analysis techniques, as well as critical thinking regarding the choice of analytical methods.
Essential Student Materials/Essential College Facilities
Essential Student Materials:Â
- None.
- Classroom with sufficient desktop space for laying out star charts, printed images, and laptop computers
- Printer for printing new star charts, images, student-produced images, and ink and paper for the printer (we have this as of Fall 2017)
- Simple hand-held spectroscopes for looking at glowing objects like lamps and sunlit surfaces (we have these spectroscopes as of Fall 2017)
- Laptop computers with the necessary software for simulating astronomical processes and for processing astronomical image data (we have these computers and software as of Fall 2017)
Examples of Primary Texts and References
| Author | Title | Publisher | Date/Edition | ISBN |
|---|---|---|---|---|
| Astronomy 15L Laboratory Manual, to be written by °®¶¹´«Ã½ Astronomy faculty and made available either as a website or as a printed manual through the °®¶¹´«Ã½ bookstore. |
Examples of Supporting Texts and References
| Author | Title | Publisher |
|---|---|---|
| Astronomy 4 and 10 Lecture textbook: Astronomy, by Andrew Fraknoi, David Morrison, Sidney Wolff, and contributors, OpenStax.org, 2016. |
Learning Outcomes and Objectives
Course Objectives
- Describe the daily and seasonal apparent motions of the Sun and other celestial objects, using daytime observations of the Sun's motion, along with maps and software simulations of the sky. Use these descriptions to predict the future positions of objects in the sky, and to derive a model of the Earth's motion.
- Distinguish between different types of astronomical objects by measuring their positions and designations on star charts, and by using publicly-available imagery from research observatories and the Hubble Space Telescope. Compare and contrast the different types of objects to assess their relative sizes, ages, and formation histories.
- Develop a predictive model for the appearance of the Moon's phases, using images of the Moon as seen from Earth, along with software tools for simulating its orbit and phases. Relate the Moon's phase to its rising and setting times, and to its apparent motion across the sky.
- Predict the positions and speeds of planets in their orbits using Kepler's laws of planetary motion. Formulate hypothetical pathways for spacecraft traveling between planets, to assess the most feasible and practical times for launching probes to planetary bodies.
- Formulate interpretive histories of the atmospheres of planetary bodies in our solar system, based on data about their current atmospheric compositions and their gravitational strengths. Using simulations, develop hypotheses for the past and future compositions of planetary atmospheres.
- Process astronomical image data, such as that collected by the Astronomy Department, by research observatories, or by the Hubble Space Telescope, to produce calibrated astronomical images that can be used to make measurements and assess hypotheses about the nature of astronomical objects.
- Assess the effects of star temperature on a stars brightness and color, and use published data on star colors to formulate a system for deriving stellar temperatures from their brightnesses as seen through different-colored filters.
- Relate the temperatures and colors of stars to their intrinsic brightnesses, to develop a Hertzsprung-Russell diagram on which changes in stellar parameters can be studied during the stars' lifetimes. Use the diagram and the positions of known stars on it to make predictions about the stellar population in the Sun's region of the Galaxy.
- Assess the likelihood that planets exist around other stars, using real and simulated data from spectroscopic and photometric studies of candidate stars.
- Apply the principle of parallax to derive the distances to planets and stars, as the first step in constructing a cosmic distance ladder. Formulate methods for determining the distances to astronomical objects using the concept of a `standard candle' or a `standard ruler'. Relate these distances to the measured redshifts of galaxies, to formulate a basic model for the expanding universe.
CSLOs
- Evaluate claims about the nature of the physical universe using the scientific method of hypothesis testing.
- Compare and contrast the histories of solar-system bodies (e.g. moons, planets, asteroids, comets, meteorites) by integrating data from spacecraft and Earth-based observatories.
Outline
- Describe the daily and seasonal apparent motions of the Sun and other celestial objects, using daytime observations of the Sun's motion, along with maps and software simulations of the sky. Use these descriptions to predict the future positions of objects in the sky, and to derive a model of the Earth's motion.
- Recognize and describe the apparent diurnal motion of the sky, by observing the Sun’s motion during class, or by using software simulations on cloudy days.
- Construct maps of the ground and sky, to compare and contrast the use of directions on ground maps and sky maps.
- Simulate the sky at different times of night and different seasons of the year, to predict how the sky will appear to move, and use these predictions to compare ancient and modern models of the Earth’s motion.
- Distinguish between different types of astronomical objects by measuring their positions and designations on star charts, and by using publicly-available imagery from research observatories and the Hubble Space Telescope. Compare and contrast the different types of objects to assess their relative sizes, ages, and formation histories.
- Use detailed star charts to measure the positions of celestial objects, and interpret symbols on the charts to determine the nature of each object in question.
- Obtain images of the objects in question, after assessing the quality and reliability of the online image sources.
- Compare and classify images of different object types in order to form hypotheses about how they form, and their genetic relationships to each other.
- Develop a predictive model for the appearance of the Moon's phases, using images of the Moon as seen from Earth, along with software tools for simulating its orbit and phases. Relate the Moon's phase to its rising and setting times, and to its apparent motion across the sky.
- Compare images of the Moon as seen from the Earth at different times, to develop an ordering scheme that accurately represents the progression of Moon phases.
- By making drawings and/or using software simulations, visualize the Earth-Moon-Sun system in three dimensions, predict the appearance of the Moon as seen from the Earth at different points in the Moon’s orbit, and compare these predictions to the Moon’s actual appearance.
- Predict the rising, setting, and meridian-crossing times of the Moon during different Moon phases, by visualizing its orbital position (commonly using software simulations), and compare these predictions to the actual appearance of the Moon in the sky.
- Predict the positions and speeds of planets in their orbits using Kepler's laws of planetary motion. Formulate hypothetical pathways for spacecraft traveling between planets, to assess the most feasible and practical times for launching probes to planetary bodies.
- Visualize the solar system as seen from above its plane, using software simulations, and compare the speeds, orbital distances, and orbital eccentricities of the solar system’s planets.
- Formulate relationships between orbital quantities like distance and speed, using software tools that remove the need to perform calculations or solve equations, and assess the validity of these hypotheses through comparisons between planets.
- Simulate the paths taken by spacecraft between planets, to develop launch and landing scenarios for interplanetary missions, and use these results to assess the relative feasibilities of the scenarios.
- Formulate interpretive histories of the atmospheres of planetary bodies in our solar system, based on data about their current atmospheric compositions and their gravitational strengths. Using simulations, develop hypotheses for the past and future compositions of planetary atmospheres.
- Using software tools that remove the need to perform complex calculations or to solve equations, determine and compare the escape speeds from the surfaces of various planetary bodies.
- Using software tools that remove the need to perform complex calculations or to solve equations, determine and compare the speeds of molecules in the atmospheres of planets in the solar system.
- Simulate the behaviors of planetary atmospheres by comparing rates of escape of various atmospheric gases, and use these simulations to develop plausible scenarios for how these atmospheres have changed through time, thus affecting planetary properties like potential habitability.
- Process astronomical image data, such as that collected by the Astronomy Department, by research observatories, or by the Hubble Space Telescope, to produce calibrated astronomical images that can be used to make measurements and assess hypotheses about the nature of astronomical objects.
- Compare visual representations of astronomical images with their numerical representations (i.e. compare pictures to grids of numbers), to formulate a relationship between numerical pixel value and local image brightness.
- Examine and compare individual images in a set of astro-imaging data, to assess the sources of visual noise and the resultant measurement uncertainties, with the intent of devising strategies to minimize the effects that these sources have on a combined final image.
- Using image-processing software, calibrate astronomical images and combine them to produce higher-quality final images, and assess the effects of this processing on astronomers’ ability to measure and interpret the properties of the objects that were photographed.
- Assess the effects of star temperature on a star’s brightness and color, and use published data on star colors to formulate a system for deriving stellar temperatures from their brightnesses as seen through different-colored filters.
- Compare continuous spectra from incandescent objects (like lamps) to other types of spectra, using simple spectroscopes.
- Using software simulations, assess the effect of increasing temperature on the intensity and shapes of continuous spectra, to develop a model of how hot objects (like stars) emit light of various colors.
- Simulate the effects of different stellar temperatures on the brightnesses of stars as photographed through different-colored filters, to develop a `color index’ classification system.
- Compare the derived color-index system to the system of spectral classification developed by Annie Jump Cannon in the early 20th century, and assess the feasibility of both methods for measuring star temperatures.
- Relate the temperatures and colors of stars to their intrinsic brightnesses, to develop a Hertzsprung-Russell diagram on which changes in stellar parameters can be studied during the stars' lifetimes. Use the diagram and the positions of known stars on it to make predictions about the stellar population in the Sun's region of the Galaxy.
- Classify stars into different stellar populations by plotting them on a diagram of spectral type (or temperature or color) versus luminosity.
- Relate the positions of stars on the Hertzsprung-Russell diagram to their masses and sizes, and develop hypotheses about the relationship of stellar mass to the rate of energy generation and to their lifetimes.
- Predict the likelihood of being able to observe various stars from the Earth, given their position on the Hertzsprung-Russell diagram and the population of stars near the Sun.
- Assess the likelihood that planets exist around other stars, using real and simulated data from spectroscopic and photometric studies of candidate stars.
- Relate the change in a star’s observed wavelength (i.e. the Doppler shift of its light) to the star’s velocity toward or away from the Earth, under the gravitational influence of an orbiting planet.
- Compare real and simulated Doppler-shift data to predictions of stellar motion, and assess the likelihood of detecting planets in the face of the noise and uncertainty that accompany real observations
- Compare real and simulated stellar brightness measurements to predictions of a star’s brightness when exoplanets pass in front of it, and assess the likelihood of detecting planets given the real-world constraints on `transit surveys’ like these.
- Apply the principle of parallax to derive the distances to planets and stars, as the first step in constructing a cosmic distance ladder. Formulate methods for determining the distances to astronomical objects using the concept of a `standard candle' or a `standard ruler’. Relate these distances to the measured redshifts of galaxies, to formulate a basic model for the expanding universe.
- Measure distances to real or simulated terrestrial objects by observing them from different positions, and develop an analogy between this operation and the measurement of stellar distances by parallax.
- Use the period-luminosity relation for Cepheid variable stars, developed by Henrietta Leavitt in the early 20th century, to determine the distances to star clusters and galaxies.
- Relate the redshifts of the spectra of galaxies to their distances, to determine the expansion rate of the universe, and compare the resulting age of the universe to the calculated ages of objects in it.
