2. Phys 104 – Astronomy Summer-1 Who can name this artist?

3. A little about me... Physics and Astronomy Prof at GWU Director of the Williams Observatory GWU – 3 years, Teaching overall...14.

5. This is Going to be Totally Sweet!!!!

6. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. (attributed to the insight of Judy Lanier)

7. The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon and then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge. Directions: Answer the following questions in complete sentences. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline?

8. A Commonly Held Incorrect Model of Teaching and Learning

9. A Commonly Held Incorrect Model of a Student’s Conceptual Framework Traxoline is a form of zionter... Tabula rasa But the human intellect, which is the lowest in the order of intellects and the most removed from the perfection of the Divine intellect, is in potency with regard to things intelligible, and is at first "like a clean tablet on which nothing is written", as the Philosopher [Aristotle] says. (Aquinas, Summa Theologica 1.79.2).

10. From How People Learn “Students enter your lecture hall with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for the purposes of a test, but revert to their preconceptions outside the classroom.” HOW PEOPLE LEARN, National Research Council, National Academy Press, 2000.

11. Key Results from Cognitive Science and Education Research 1. Learning is productive / constructive -- learning requires mental effort. 2. Knowledge is associative / linked to prior mental models and formal structures. 3. The cognitive response is context dependent -- what and how you learn depends on the educational setting. 4. Most people require some social interactions in order to learn effectively.

12. Activity Learning is an Activity I intend to be a guide by your side, not a sage on a stage.

13. What Students Retain: 10% of what you read 20% of what you hear 30% of what you see 50% of what you see and hear 70% of what you discuss 80% of what you personally experience 95% of what you teach someone

14. Can Lecture Tutorials intellectually engage students at a level that is more effective than traditional lecture at promoting deep conceptual change? Pre-Course: Students take a 68 question survey Post-Lecture: Questions administered in subsets Post-Lecture Tutorial: Questions administered in subsets Pre-Course mean: 30% (n A =39,n B =42)‏ Post-Lecture mean: 52% (n ~ 100)‏ Post-Lecture Tutorial: 72% (n ~ 100)‏

15. Former Students Speak OUT (focus group)‏ “I liked the Tutorials -- they were very helpful. I am not a science person, but feel that I learned a lot from them. “Why don’t all professors use tutorials during class?” “The student interaction and tutorials are a very effective approach to both teaching and learning. I guarantee most students will retain most of this course.”

16. “And then the tutorials? I don’t know who ever thought of that. But it’s really how classes should be taught….The tutorials [review concepts] because they break it down. You start with something so simple…and then it slowly gets to more [complicated].” Former Students Speak OUT (focus group)‏

17. WHO ARE YOU??!!?!?!? Are you a professional student or are you an amateur? You are responsible for your own education.

18. My wish is that this experience will make you a better human!! Breathe!!! Life is a journey not a destination! The journey in this course, will bring forth a new understanding of your place in the universe.

19. Clever or Cute is not Science http://www.milaadesign.com/wizardy.html Don’t let Cute be confused with REALITY!! Creating a website that shows that you know the numerical sequence that produces the number 9 = Cute but not Clairvoyant!! NOT ALL THINGS ARE REAL OR EVEN CLEVER, BUT SCIENCE IS BOTH OF THESE EVEN WHEN IT LATER TURNS OUT TO BE INCOMPLETE OR WRONG!!!!

20. Science is not… A list of previously known facts about nature. A list of names or terms. A list of equations handed down from ancient times. A set of laws that were discovered by Dead White Guys a long time ago and are kept from the general public.

21. Science Is… A continuing process that – seeks to understand the rules and laws of nature – uses systematic observations – uses mathematical models – experimentally tests ideas Subject to independent verification These are the components of the scientific method (observe, theorize, predict, test, and modify) used to comprehend the universe.

22. A scientific theory is a collection of ideas that explain a phenomenon in a way that is consistent with observations and experiments.

23. For Something to Be Science It must be quantifiable (measurable) It must be testable It must be falsifiable

24. What do Astronomers do? Make observations using telescopes. Analyze data/results of observations. Create theories about what is seen and what might exist yet unseen. Create computer models that simulate what occurs in the universe. Invent, design, and build instruments that let us see beyond the Earth! BUT, most astronomers do NOT spend much time looking through telescopes.

25. Understanding the Universe!!

26. Viking I Lander Picture from 1976

27. 1999 Picture from the Mars Pathfinder Lander Note the remote-control rover, Sojourner, next to a Martian rock

28. 2004 Opportunity Landing Site – and tracks

29. We did it!! Huygens takes first images of Titan (a moon of Saturn) and survives the crash landing!! http://www.esa.int/SPECIALS/Cassini-Huygens/index.html

36. GO CONFIDENTLY IN THE DIRECTION OF YOUR DREAMS!! LIVE THE LIFE YOU’VE IMAGINED.

37. Astronomy Week 1 No Lab This Week—We'll start lab on Sep. 3 Constellation Cards – Get Started Mastering Astronomy Assignment ABCD Cards

38. Example Tutorial Question You observe a star rising due east. When this star reaches its highest position above the horizon, where will it be? A) high in the northern sky B) high in the eastern sky C) high in the southern sky D) high in the western sky E) directly overhead

39. Two of the most fundamental questions of all time: Where are we? How did we get here?

40. The Local Group The Local Supercluster The Milky Way Earth The Solar System

42. The numbers in astronomy are so large, and small, that astronomers use scientific notation. 10 0 = 1 10 1 = 10 10 2 = 100 10 3 = 1000 5.3 x 10 3 = 5,300 10 4 = 10,000 8.9 x 10 4 = 89,000 and, for small numbers 10 -1 = 0.1 10 -2 = 0.01 2.1 x 10 -2 = 0.021 10 -3 = 0.001 6.6 x 10 -3 = 0.0066

43. Astronomical distances and sizes are very very, very, very large. So, astronomers use different units. One “Astronomical Unit” (AU)‏ average distance between Sun and Earth 93,000,000 miles 150,000,000 km 1.5 x 10 8 km Distance Light Travels in One Year is a “Light-year” (LY)‏ 9.46 x 10 12 km 63,000 AU or 6.3x 10 4 AU 0.307 parsecs (pc)‏

44. At the scale of the size of a planet or moon we describe things in terms of kilometers (km).

45. At the scale of the Solar System, distances are described in terms of the Astronomical Unit or AU (avg. distance from Earth to the Sun).

46. Mercury is 0.387 AU and r=2,440 km Venus is 0.723 AU and r=6,051 km Mercury is 1.0 AU and r=6,378 km Mars is 1.52 AU and r=3,397 km

47. At the scale of the Milky Way Galaxy, distances are described in terms of Light-years, which is the distance light travels in one year.

48. Thousands of km Astronomical Unit A few to about 1,000 Light-years 10,000 to 100,000 Light-years Millions of Light-years Billions of Light-years

51. What do you think? Do the stars stay in the same position in the sky all day/night long?

53. What do you think? Do we see the same stars all year round every night?

55. What do you think? What causes the stars to move? Do the stars actually move in the way they appear to be moving from Earth? Is the daily motion of the Sun different from the stars?

57. Consider the dome of the sky over our heads…. mixing bowl

58. inverted mixing bowl …. Consider the dome of the sky over our heads….

60. Imagining a spinning Celestial Sphere surrounding Earth aids in thinking about the position and motion of the sky.

63. Celestial Sphere Rotation North Star Star A Star B 1 1 3 3 2 2 4 4 Earth’s Equator Figure 1 Celestial Sphere Celestial Sphere Rotation Celestial Sphere Star A Star B 1 1 3 2 2 4 4 3 Figure 2 Horizon

64. Tutorial: Position – p.1 Work with a partner. Read the instructions and questions carefully. Talk to each other and discuss your answers with each another, but BOTH write in your own book. Come to a consensus answer you both agree on. If you get stuck or are not sure of your answer, ask another group. If you get really stuck or don’t understand what the Lecture Tutorial is asking, ask me for help.

65. Celestial Sphere Celestial Sphere Rotation Celestial Sphere Star A Star B 1 1 3 2 2 4 4 3 Figure 2 Horizon Is the horizon shown a real physical horizon, or an imaginary plane that extends from the observer and Earth out to the stars? Can the observer shown see an object located below the horizon? Is there a star that is in an unobservable position? When a star travels from being below the observer’s horizon to being above the observer’s horizon, is that star rising or setting?

66. GO CONFIDENTLY IN THE DIRECTION OF YOUR DREAMS!! LIVE THE LIFE YOU’VE IMAGINED.