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- This access code will also work for the pre-class and post-class surveys, and for the lab plotting tools. Note that weekly quizzes must be taken before 10 pm on the Saturday on which they are due, in order to be counted. You may take them up to a...
[DOWNLOAD] Astronomy Chapter 5 Review Questions Answers | HOT
Quiz 1 thus could be taken as early as Sunday August 9 if the semester had begun , should be taken by 10 pm on Saturday August 22, and must be taken by 10 pm on Saturday August You can either download and print the page online PDF-format manual ,...
- We have also included some useful astronomical resources, to help you to learn about your surroundings. If you have questions about the laboratory exercises, the self-review library, or other aspects of this class, share them with others in our group discussion boards within the Canvas learning system.
- An astronomical unit is the average distance between the earth and the sun, and it is equivalent to about million kilometers. A light year is the distance that light can travel in 1 year, which is about 10 trillion kilometers. We commonly use AU's to describe distances within our solar system, and light-years to describe distances of stars and galaxies. Explain the statement "The farther away we look in distance, the farther back we look in time. For example, when we view an object that is 1 million light years away, we are seeing as it looked 1 million years ago, because that is how long it took for it's light and thus it's image to reach us. In what sense are we "star stuff? Briefly explain the Earth's daily rotation and annual orbit, defining the terms ecliptic plane and axis tilt? The earth rotates once around it's axis once each day, and it orbits around the sun once each year. The ecliptic plane is the path that the earth travels around the sun, and it is shaped like an ellipse.
- The axis tilt of the earth is In space, there is no direction, so the tilt only makes sense in relation to the ecliptic plane. What are circumpolar stars? Are more stars circumpolar at the the North Pole or in the United States? Circumpolar stars are located near the north celestial pole, meaning that they remain perpetually above the horizon, circling around the north celestial pole each day.
- There are more circumpolar stars at the North Pole than in the United States. Suppose Earth's axis had no tilt. Would we still have seasons? Why or why not? We would not have seasons if the Earth's axis had no tilt. This is because the season's of earth are caused by the earth's tilt, resulting in varying levels of direct sunlight. Briefly describe the moon's cycle of phases. Can you ever see a full moon at noon? A full moon is not visible at noon because it is highest in the sky around midnight. Why do we always see the same face of the moon? The moon rotates on it's axis in about the same amount of time it takes for it to orbit the earth, a trait referred to as synchronous rotation.
- What do we mean by a model in science? A model is a conceptual representation created to explain and predict observed phenomena. What is an ellipse. Define it's foci, semimajor axis, an eccentricity. An ellipse is a special type of oval that planetary orbits follow. Often 2 tacks are used to help draw an ellipse, and the foci are the 2 areas where the tacks were located. The semimajor axis is half of the major axis, which is equivalent to the long axis of the ellipse. The eccentricity describes how much an ellipse deviates from a perfect circle.
- Describe the three hallmarks of science and how we can see them in the Copernican revolution. What is Occam's razor? Why doesn't science accept personal testimony as evidence? Modern science seeks explanations for observed phenomena that rely solely on natural causes. Science progresses through the creation and testing of models of nature that explain the observations as simply as possible. A scientific model must make testable predictions about natural phenomena that will force us to revise or abandon the model if the predictions do not agree with observations. The first showed up in the way Tycho's measurements of planetary motion caused Kepler to better explain those motions. The second showed up in the way that several different models of the solar system were created and tested. The third third shows up in the fact that several of the models could predict the motion of celestial bodies.
- Occam's razor is the idea that scientists should agree with the most simple model available that agrees with observations. Personal testimony can not always be verified. What is the difference between a hypothesis and a theory in science? A hypothesis is an educated guess, while a theory has survived repeated and varied testing. State Newton's three laws of motion. For each law, give an example of its application. An object moves at constant velocity unless a force acts to change its speed or direction. Example: A car driving down the Lloyd is hit by a truck. The trucks impact forces the car into a ditch. Force is equal to mass times acceleration. Example: It requires less force to push a shopping cart that is filled with items than an empty shopping cart.
- For every force, there is always an equal and opposite reaction. Example: When you paddle a boat, you push the water and the water also pushes you. Define temperature and thermal energy. How are they related? How are they different? Temperature is the average kinetic energy of an object, while thermal energy measures the total kinetic energy of the particles. They are both forms of energy. They are different in that thermal energy relies on the density of particles as well as the temperature. Summarize the universal law of gravitation both in words and with an equation. Every mass attracts every other mass through the force called gravity. The amount of attraction between two objects depends upon the mass of the objects. The farther away objects are from each other, the less gravitational pull they will have on each other. Why do we have two high and low tides each day? How do the tides vary with the phase of the moon?
- Differences in gravitational attraction between the earth and the moon creates a tidal force that stretches the entire Earth to create 2 tidal bulges, one facing the moon and one opposite the moon. The high tides occur in the areas directly facing and the farthest away from the moon, and the low tides occur a quarter of the direction around the earth from both sides of the elliptic of the moon.
- When the moon is farther away from us in it's elliptic, there is less gravitational pull. What are the four major ways light and matter can interact? Give an example of each from everyday life. Example: A light bulb emits light. Example: When you place your hand near a light bulb, your hand absorbs some of the energy, which warms your hand. Example: Sunlight passes through a clear glass window. Example: Light reflecting off of a mirror. List the different forms of light in order from lowest to highest energy. Would the list be different if you went in order from lowest to highest frequency? From Shortest to longest wavelength? The frequency would be in the same order, while the wavelength would be in a reverse order. Frequency determines energy, and lower wavelengths correspond with higher frequency and energy. What determines an atom's atomic number? What determines its atomic mass number? Under what conditions are two atoms different isotopes of the same element? What is a molecule?
- An atom's atomic number is determined by the number of protons. The atomic mass number is determined by the mass of the protons and neutrons. Isotopes occur when there is the same number of protons, but a different number of neutrons, which would give it a different mass but the same atomic number. A molecule is when atoms of the same element combine. Describe the Doppler effect for light and what we can learn from it. What does it mean to say that radio waves are blueshifted? Why does the Doppler effect widen the spectral lines of rotating objects? The Doppler effect causes shifts in the wavelengths of light, and it can help us to determine the motion of distant objects relative to us.
- Blue-shifted radio waves means the object is moving towards us. The Doppler effect widens the spectral lines of rotating objects because the wavelengths changes from blue or red. How many galaxies are in the universe?
- How do we know? In addition to exploring the newest developments and latest discoveries in the exciting field of astronomy, authors Michael Seeds and Dana Backman discuss the interplay between evidence and hypothesis—providing both factual information and a conceptual framework for understanding the logic of science. The WebAssign component offers tutorials, assessment problems, conceptual questions, and interactive components. The variety of question types offers options for both for qualitative and quantitative approaches to teaching astronomy. Many of the questions provide scaffolding to build skills and confidence in the use of simple algebra, geometry, and proportional reasoning to solve astronomy problems. Many provide targeted feedback to address specific student errors. Finally, several have interactive elements above all the Virtual Astronomy Laboratories, two of which appear at the end of this Sample Assignment.
- Features: Virtual Astronomy Laboratories VAL can be assigned as a standalone activity or as part of a larger learning experience. VAL incorporates real astronomical data, simulations, and other interactive elements, offering students the opportunity to experience astronomy as a scientist. Targeted feedback guides students in revising any incorrect answers. Optimized Problems offer randomized parameters and provide targeted feedback to students who have incorrectly answered any part of the problem. Tutorials coach the student through the steps of problems. These highly structured, scaffolded learning activities give strong support to the student with emerging or dormant quantitative-reasoning skills. Animation Tutorials present rich concepts using animations, interactive figures, or other multimedia elements, and then assess student learning with a variety of item types.
- Problems appear in the back of textbook chapters, though numbers and contextual details may be randomized for a customized learning experience. General Problems are multiple-select MS items, in which several choices may be correct. They invite students to synthesize descriptive knowledge about a particular topic. Review Questions are adapted from the textbook questions and provide opportunities for test prep and formative assessment. Read It links under each question quickly jump to the corresponding section of a complete eBook. Use the Textbook Edition Upgrade Tool to automatically update all of your assignments from the previous edition to corresponding questions in this textbook. The online questions are identical to the textbook questions except for minor wording changes necessary for Web use. Whenever possible, variables, numbers, or words have been randomized so that each student receives a unique version of the question.
- Page Share Cite Suggested Citation:"5. The Role of Astronomy in Education. Astronomy and Astrophysics in the New Millennium. An essential component of a healthy scientific enterprise is a scientifically literate and well-educated public, and professional scientists have a vital role to play in achieving a world-class system of science education. One result of efforts made by the National Science Foundation NSF and the Department of Education, along with the National Academy of Sciences and the American Association for the Advancement of Science, has been the development of national benchmarks and standards for science education.
- Despite its comparatively small size, the astronomical community has the potential to add significantly to the continuing effort to strengthen science education and improve public science literacy. Astronomical concepts and images have universal appeal, inspiring wonder and resonating uniquely with human questions about our nature and our place in the universe. This widespread interest in astronomy can be tapped not only to increase knowledge and understanding on the part of students and the public alike, but also to illuminate the nature of science, as well as its power and limitations in shaping our future. Moreover, the interdisciplinary nature of astronomy and its natural links with technology and instrumentation position the field to contribute significantly to building a strong technical work force for the 21st century. Astronomers are keenly aware of the generous support provided by the public through the federal science agencies, and they understandably wish to contribute to the society that supports their research activities.
- Education and public outreach provide means to do so. To this end, the committee describes the educational mission for the astronomical community as the pursuit of four broad goals: To disseminate astronomical discoveries widely, and thus bring the excitement inherent in science to the American public. To use the excitement that astronomy engenders to increase public understanding of science and scientific methods and to make clear that science is a pathway to discovery, not just a collection of facts. This must be done at both the K level and the undergraduate level. To capitalize on the close involvement of astronomy with technology and instrumentation to contribute to training the technical work force.
- Photograph courtesy of the Astronomical Society of the Pacific, R. Laying out strategies to achieve these educational goals and then describing existing programs and future directions, this chapter follows closely the report prepared by the Panel on Astronomy Education and Policy. Awareness of the vastness of the universe, the extraordinary forms that other worlds can assume, and the place of our home planet in space and time inspires wonder in people of all ages.
- With the exception of medicine, no other scientific discipline has seen its new accomplishments featured so often on the front pages of national newspapers and the covers of national magazines. Moreover, astronomy has become the focus of an array of publications dedicated to amateurs and students. At the heart of enhancing public awareness of and appreciation for science is effective communication with the general public about discoveries made in the research community. Responsibilities for broad dissemination of new knowledge in astronomy are shared by the agencies that support research and by scientific and academic institutions, professional organizations, and individual astronomers. The committee believes that enhanced public awareness of the equally notable achievements of NSF-funded science from optical, infrared, and radio astronomy ground-based facilities is essential. The importance of broad visibility is clear in an era when all avenues of federal spending are scrutinized by a fiscally responsible Congress.
- The committee recommends that the National Science Foundation invest in advancing broad understanding and appreciation of science by improving public recognition of the achievements of NSF-funded science and facilities, with initial emphasis on subjects with wide public appeal, such as astronomy. Better communication with the public would require that the NSF establish a direct interface with the media by appointing several dedicated press officers who would stay in close communication with NSF program officers and individual scientists and would be assured of adequate technical support.
- In addition, NSF should strengthen its presence on the Internet by developing informative and stimulating Web pages addressed to the public and designed to dramatize the scientific achievements sponsored by the NSF. The effort to communicate more effectively should also include increased investments in state-of-the-art displays at centers and facilities supported by the NSF.
- Sophisticated Web pages dedicated to informing the public of the scientific discoveries made at these facilities must be maintained, and outreach into the local communities should be supported. Centers of informal science education offer another important means of communicating science to the public. There is a need to promote and strengthen communication between professional scientists and the planetariums, museums, and science centers visited by people of all interests and ages see Figure 4. Most museums and planetariums, however, currently lack the scientific expertise to inform their visitors succinctly about advances in modern astronomy. At the same time, most scientists find it difficult to tune their knowledge to the diverse backgrounds and range of experience represented by the many visitors to such centers.
- The main focus of the project is on hands-on, inquiry-based activities that put students in the position of acting like scientists as they come to understand more about the universe and science in general. The committee recommends stimulating and enhancing interactions between science education institutions and the research community. Expanded federal support would enable more robust programs to be developed. Professional organizations, academic departments, and individual astronomers all need to be active in communicating scientific discoveries to the public. The AAS and the ASP have done an outstanding job for the astronomical community in this arena, through press releases, publications, and workshops for teachers. There remains, however, a need for both academic departments and individual astronomers to strengthen their commitment to communicating the excitement inherent in astronomy to their local communities. The committee urges all astronomy departments to invest in this important enterprise at a level commensurate with their size.
- The AAS can play a coordinating role, sharing examples of activities led by departments and individual astronomers that have proved particularly effective in sparking excitement about science in local communities. The AAS already maintains an astronomy education database and is currently investigating the possibility of developing a journal for astronomy education. Indeed, in recent decades its role has diminished as a result of curricular reforms. To reverse this trend, the astronomical community must take a proactive role to ensure that the educational advantages of using astronomy as a gateway into science are not abandoned by the K community.
- While the astronomical community is eager to play a role in K outreach, it still has much to learn about identifying the most effective, highly leveraged ways for scientists to contribute. The committee recommends expanding and improving the engagement of astronomers in outreach to the K community by ensuring 1 appropriate incentives for their involvement, 2 training and coordination for effective and high-leverage impact, and 3 recognition of the value of this work by the scientific community. To date, some of the best efforts in K outreach by astronomers have been in developing age-appropriate, astronomy-based educational materials in partnership with educators. Some of these efforts have been led by dedicated individuals, and others are coupled directly to NASA space missions and facilities see Figure 5. Development of curricular materials that will convey a good understanding of basic scientific concepts is an important first step, and there is certainly a need for additional effort in this direction.
Review For Chapter 5 Test- Telescopes (Astronomy) | Medicoguia.com
Far more difficult tasks are 1 finding the best way to ensure that excellent materials are widely disseminated and adopted, and that teachers know how to use them, and 2 educating astronomers who are eager to reach out to their local communities so they can make the most effective use of their time. The goals of this program are excellent—to foster a wide variety of highly leveraged education and public outreach activities and to disseminate them in school systems across the country.- Because this program is still ramping up, its success has not yet been demonstrated. A network of museums across the country were connected live to the Jet Propulsion Laboratory for the event. Professional societies can play an important coordinating role in assisting astronomers who wish to contribute to education and outreach. The committee recommends that the American Astronomical Society, in cooperation with the Astronomical Society of the Pacific, play a lead role in aggressively searching for Page Share Cite Suggested Citation:"5. Most funding opportunities for involvement of professional scientists in K outreach programs are limited to seeding new initiatives. At the same time, a growing number of programs are recognized as highly successful, but no opportunities exist for extending them beyond the initial funding period.
- The insistence on innovation as a major criterion for funding educational projects is shortsighted, and funding agencies should take the lead in coordinating the efforts of federal, state, and local agencies to ensure the preservation of successful programs. The committee recommends that federal agencies explore mechanisms to leverage federal funds to provide long-term support for successful outreach programs in science education. Imaginative use of astronomical imagery and phenomena can provide a gateway to increase scientific understanding, by clarifying how nature behaves and how the scientific method leads us to develop models of this behavior and then subject these models to rigorous tests.
- While well-designed public Web sites can contribute to progress in this arena, conveying a true understanding of science requires more formal educational settings. These programs require further support. At the college level, where many professional astronomers are actively engaged in education, astronomy is one of the most popular science electives, with more than , students per year enrolled in introductory classes. For many college students, astronomy is their only encounter with a natural science Figure 5. And, given its interdisciplinary links with other fields including physics, mathematics, and geology, Page Share Cite Suggested Citation:"5. They are adjusting a inch telescope for an experiment to detect coronal oscillations during the phase of totality.
- Photograph courtesy of J. Pasachoff Williams College. By many measures, astronomy plays a very positive role in general science education at the college level and clearly attracts many students. However, there is a growing awareness that the traditional lecture format coupled with a broad survey of astronomical topics has limited pedagogical success. A national dialog focused on the effectiveness of this popular survey course would allow astronomers from a wide range of institutions to evaluate whether their current practices are the best way to teach science to general college audiences. Indeed, it is only by working closely with this audience that we can expect to achieve long-term systemic reform in K science education. The subject of astronomy is particularly well suited to form the basis for exposing preservice teachers to interactive inquiry-based teaching.
Astronomy: Chapter 5 Flashcards By Max Hernandez | Brainscape
The committee recommends that more universities with both astronomy and education departments establish pilot partnerships to bring scientists, educators, and experienced teachers together to design exemplary astronomy-based science courses for teachers in training preservice with the goal of contributing to long-term systemic reform in K science education. A more limited, but still important, college audience is students in schools of journalism. Collaborative efforts between astronomers and journalism programs would also be an investment in the future.NOVA | Monster Of The Milky Way | Watch The Program (Teachers) | PBS
The goal of courses directed toward this audience might differ from the goal of those for future teachers and could be considered in the context of a national dialog on introductory undergraduate courses. Both in and out of the college classroom, extensive and effective use of computing technology can enhance understanding of basic science. Computers offer a powerful laboratory instrument for this instruction, given their ability to offer interactive exercises requiring independent reasoning and opportunities for manipulating data or physical variables that allow students to make discoveries for themselves. The committee recommends aggressive investment in the development of innovative curricular materials for science education, with emphasis on data-driven interactive Web-based modules.
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