Welcome to Astronomy 1 - Los Angeles Mission College F2015 Welcome.pdfAstronomy 1 - Elementary Astronomy LA Mission College Levine F2015 Quotes & Cartoon of the Day “Astronomy compels

Astronomy 1 — Elementary Astronomy LA Mission College

Spring F2015

Welcome to Astronomy 1

Astronomy 1 - Elementary Astronomy LA Mission College Levine F2015

Quotes & Cartoon of the Day

“Astronomy compels the soul to look upwards and leads us from this world to another. “

-- Plato

“Every great advance in science has issued from a new audacity of imagination. “

-- John Dewey

http://www.brainyquote.com/quotes/quotes/j/johndewey107618.html


Today’s class

• Who am I?

• Logistics -- Take roll, no-shows and adds

• What is this class?

• Ground Rules

• About the methods we will use to learn

• What we will learn

• A brief tour of the universe


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Who am I?


• Hopefully not this guy…


(although he did try).


Who Am I?

• Deborah Levine

• Deborah

• Dr. Levine if you must

• Hey you, I’m stuck, we don’t get it, Help…

• Born in FL, Lived in FL, NC, WA, CA and Spain. Now live in Acton.

• Married, No kids, 3 parrots, 2 cats, 3 chickens and a horse


Who Am I?

• BS in Physics with Honors from UNC-CH

• MS. in Physics from UW

• Ph.D. in Astronomy from UCLA

• Worked as a “rocket scientist” for 23 years

• Teaching Astronomy, Physics and Physical Science at LAMC, CoC, GCC


Why am I here?

• I believe education is empowerment and an understanding of scientific methods is key to evaluating the quality of allegedly factual information.

• I also believe the future of our society reset partially upon improving citizens’ understanding of what science is and how it works.


Contact Information

• Email: [email protected]

• I read email frequently and will respond to student email within 24 hours M-F, when class is in session

• Office Hours:

• After class on Tuesdays: 10:30-11:30 PM CMS 237

• by appointment

• Preferred method of contact: e-mail or in person during office hours

mailto:[email protected]?subject=

REMINDER -- TAKE ROLL


Dropping and Adding

• No shows will be dropped after class today

• I will add students to course capacity based on the number of students who are no-shows.

• You must attend today and Thursday


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Some Formalities


Academic Honesty

• I encourage you to form study groups and work together on homework

• however, you must turn in your own original work

• You are expected to refrain from any form of cheating or academic dishonesty.

• If you think it might be wrong, ask. If you know it it is wrong don’t do it!!


Working together vs. cheating

• I encourage you to work with your classmates on homework.

• However, that does not mean that word-for-word identical assignments are acceptable.

• Figure out what it means together. Figure out how to solve it together. Come to a common understanding.

• Then put it in your own words.


How to Succeed in this Class

• Come to class!

• Be actively engaged in learning astronomy.

• Indulge your curiosity,

• ask questions,

• don’t be afraid to be wrong about something

• Do the homework!

• Come to office hours — I will help. Or email!

• Practice!

• Thinking like a scientist takes lots of practice and learning to solve problems takes even more.

• Let yourself be surprised by how the universe really works — you will probably find out some things you were certain of aren’t true!


Attendance Policy

• I don’t need all the gory details if you miss one class! However, if you miss more than four classes without letting me know what is going on, I may drop you from the class!

• Please take into account that the In- class exercises are 15% of your grade and it is not possible to make up a missed ICE in most cases!


Mobile Device Policy

• Research shows the use of smart phones, tablets and laptops during class results in poorer grades.

• Even when students use these devices to carry out on-topic research!

The difference in final grades between phone users and nonusers is highly statistically significant, but causalitycannot be determined from this data. It could be that students who are already more disciplined are more likely toturn their phones off during class or that students who are busier outside of class are more likely to use theirphones in class. Still, the observation and interview data suggest many undergraduates likely overestimate theirability to multitask. If students miss some instruction while engaging with digital devices, they may end upearning lower grades overall.

This conclusion is consistent with a recent finding that Stanford undergraduates consistently overestimate theirability to multitask (Ophir, Nass, and Wagner 2009). In our interviews, students argued both for and against theability to multitask effectively: “I could probably take notes on a computer, but I don’t [because] it’s really easyto be doing other things in class than taking notes.” “I feel phones can definitely be a distraction if you let them,but if you’re using your phone when you have a minute between taking notes or while the professor is goingback and discussing something… I don’t find my phone distracting [then].”

This issue will become increasingly important for teachers as more and more students come to class withInternet-capable handheld devices (EDUCAUSE 2010). On the bright side, our observation data suggest the useof clickers and peer instruction may mitigate distractions due to digital devices. We observed several occasionsin which students stopped using their computers and cellular phones (for noncourse related purposes) whenclicker questions were used. Yet the drive to multitask is strong, as confirmed by our interviewees: “I think I’llstill bring [my laptop] to class, but I’ll probably have to close all the applications except for [Microsoft] Word,that way I won’t be tempted… If they’re open, it’s just so easy to go over there and come back.” “It’s just stayingconnected. I know if I look at my phone, there’s a good chance someone’s gonna want to know if I want to [meetup] after class…there’s an email, I can check my horoscope. I could do something else right now.”

3. DISCUSSION

This research is limited by a single institutional context; further investigation is needed to determine whetherthese findings apply to learning behavior in other disciplines and across educational contexts. In particular,research might address how in-class use of digital devices is detrimental to the learning of others, in addition to

Table 1. Frequency of cell phone use vs class grade.

Self-reported frequency of cell phone use per 1 h class, across five Astronomy courses

Never 1–2 times/class 3–5 >5 times All phone users

Number of students 93 175 66 58 299

Mean—all five courses 3.26 2.96 2.86 2.81 2.91

Standard deviation 0.68 0.80 0.84 0.66 0.79

Standard deviation of mean 0.07 0.06 0.10 0.09 0.05

Figure 1. Self-reported frequency of cell phone use vs final grade.

From Duncan et. al., 2012, AER 11, 010108


Mobile Device Policy

• I don’t recommend using your phone during class

• except perhaps as a calculator

• Electronic device use is only forbidden during exams

The difference in final grades between phone users and nonusers is highly statistically significant, but causalitycannot be determined from this data. It could be that students who are already more disciplined are more likely toturn their phones off during class or that students who are busier outside of class are more likely to use theirphones in class. Still, the observation and interview data suggest many undergraduates likely overestimate theirability to multitask. If students miss some instruction while engaging with digital devices, they may end upearning lower grades overall.

This conclusion is consistent with a recent finding that Stanford undergraduates consistently overestimate theirability to multitask (Ophir, Nass, and Wagner 2009). In our interviews, students argued both for and against theability to multitask effectively: “I could probably take notes on a computer, but I don’t [because] it’s really easyto be doing other things in class than taking notes.” “I feel phones can definitely be a distraction if you let them,but if you’re using your phone when you have a minute between taking notes or while the professor is goingback and discussing something… I don’t find my phone distracting [then].”

This issue will become increasingly important for teachers as more and more students come to class withInternet-capable handheld devices (EDUCAUSE 2010). On the bright side, our observation data suggest the useof clickers and peer instruction may mitigate distractions due to digital devices. We observed several occasionsin which students stopped using their computers and cellular phones (for noncourse related purposes) whenclicker questions were used. Yet the drive to multitask is strong, as confirmed by our interviewees: “I think I’llstill bring [my laptop] to class, but I’ll probably have to close all the applications except for [Microsoft] Word,that way I won’t be tempted… If they’re open, it’s just so easy to go over there and come back.” “It’s just stayingconnected. I know if I look at my phone, there’s a good chance someone’s gonna want to know if I want to [meetup] after class…there’s an email, I can check my horoscope. I could do something else right now.”

3. DISCUSSION

This research is limited by a single institutional context; further investigation is needed to determine whetherthese findings apply to learning behavior in other disciplines and across educational contexts. In particular,research might address how in-class use of digital devices is detrimental to the learning of others, in addition to

Table 1. Frequency of cell phone use vs class grade.

Self-reported frequency of cell phone use per 1 h class, across five Astronomy courses

Never 1–2 times/class 3–5 >5 times All phone users

Number of students 93 175 66 58 299

Mean—all five courses 3.26 2.96 2.86 2.81 2.91

Standard deviation 0.68 0.80 0.84 0.66 0.79

Standard deviation of mean 0.07 0.06 0.10 0.09 0.05

Figure 1. Self-reported frequency of cell phone use vs final grade.

From Duncan et. al., 2012, AER 11, 010108


Students with Disabilities

• Any student in this course who has a disability that might require accommodation to allow him or her to fully participate in the class and demonstrate mastery of the subject material should contact me personally as soon as possible to discuss what adjustments may be necessary. I look forward to making this class work for you!

• If you have not done so already, you may also wish to contact the DSP&S Office in Instruction Building 1018 (phone #818.364.7732/ TTD 818.364.7861).

COURSE MATERIALS


Required Course Materials (1)

• Campus website

• Campus e-mail

• You may want: Scientific Calculator


Class Website

• The Website is hosted on the Astronomy 1 page on my faculty website

• http:// www.lamission.edu/~levineda/ 4732


Class Website

• The Website is hosted on the Astronomy 1 page on my faculty website:

• http:// www.lamission.edu/~levineda/ 4732

• Class schedule

• reading assignments

• homework

• link to the grade book


A Note About Homework

• Homework assignments will be announced in class

• They will be posted to the class website as form-fillable PDF files

• You may:

1. Fill out the PDF and email it to me

2. Print the PDF, write on it, scan it or take a picture and email it to me

3. Print out the PDF, write on it, and bring it to class

4. Write down the answers on a piece of paper and bring it to class (or take a picture and email it to me).

• Homework is your chance to practice.

• DO THE HOMEWORK


Campus email

• Class announcements will be made to your campus email or the personal email you have registered with campus


Required Course Materials (2)

• Textbooks:

• Title: Lecture- Tutorials for Introductory Astronomy, 3rd Edition

• Author: Edward E. Prather; Tim P. Slater; Jeff P. Adams; Gina Brissenden

• YOU MUST BRING THIS BOOK TO CLASS WITH YOU


Recommended Course Materials

• Textbooks:

• Title: Astro

• Author: Backman/Seeds

• Your reading assignments will be from this book or:

• the online Astropedia website

• http://www.teachastronomy.com/textbook

• Suggested Additional Reading:

• Timothy Ferris (1988), Coming of Age in the Milky Way, William Morrow & Co.

GRADING


Grading

Each Total

3 Midterm Exams 11.7% 35%

Homework 15%

In-class Exercises 15%

Observing Project 15%

Final Exam 20%

100%

A 85-100%

B 75-84%

C 60-74%

D 50-64%

F below 50%

• Assignments are Averaged on percentage basis.

• One or two opportunities for extra credit will also be provided. Details will be made available during the semester.


Late Work Policy

• You may submit homework for ~90% credit up to a week after the due date

• Homework may be accepted later than that at tmy discretion

• Please contact me if there is a reason you are unable to complete assigned work.

• Missed work that is not made up will receive a zero.


Exam Policies

• Exams start promptly at the beginning of the class period.

• Books, notebooks, mobile phones, etc. need to be stowed off the surface of the desk.

• You may use a scientific calculator, but cannot use the app on your mobile phone during exams!

• One 3”x5” handwritten index card of notes will be permitted for your personal use during each exam.

• If you need to leave the room during an exam, you must get permission, leave your mobile phone with me, and return within the time limit I give you.

• If you don’t comply with this rule, I may consider the test complete, or I may allow you to continue with a new test.

• If you are late, you can still take the exam, unless students have already turned in work and left the classroom.


Exam Policies

• Exam Makeup Policy

• If you miss a scheduled exam, make-ups will be considered on a case-by-case basis,

• if a makeup is approved you will be eligible for full credit.

• To be considered for a make-up exam you must contact me as soon as you reasonably can.


ICE Grading

• In class exercises are graded on a participation basis.

• If you are present, actively engaged, and if you complete the exercise you will receive full credit.


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About the Methods we will use to Learn


Traxoline

• Carefully Read the Paragraph on the next slide


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.


• Now it’s time for a quiz



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. Be sure write legibly.

1. What is traxoline?

2. Where is traxoline montilled?

3. How is traxoline quaselled?

4. Why is it important to know about traxoline?


• How many of you could answer some or even all of the quiz questions?

• How many of you have a single clue what Traxoline is?

• If this class ever starts to feel like this...



• 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. Be sure write legibly.

• 1. What is traxoline?

• 2. Where is traxoline montilled?

• 3. How is traxoline quaselled?

• 4. Why is it important to know about traxoline?


This Class will be Learner-Centered

• What YOU do is more important than what I do!

• Participation in interactive class activities is key to success

• Research demonstrates this works!

• And we are all a lot less likely to fall asleep.


Lecture

• “Lecture has often been described as the process of taking the information contained in the teacher’s notes and transferring them into the student’s notes without the information passing through the brains of either”

• I will give lectures, but I encourage you to THINK about what I am saying.

• Take notes, but don’t worry too much about writing every last thing down.

• Write down what you understand, are puzzled by, surprised by, skeptical of.

• I will post my lecture notes to the class website.


Things we will do in class besides lecture

• Think-pair-share questions

• In-class Exercises (ICEs)

• Group Exercises

• Lecture Tutorials

• In-class writing

• How well master the material in this class will be directly related to your active participation in these activities.

• Not just because I say so -- DATA says so!


No, Not this kind of Data!


No, this kind of DATA!

• Results from a 6000 student study of Physics Students – Hake AJP 1998

g =

post% − pre%100% − pre%This kind of Data!


Lecture Tutorials

• We will use these in class for about 20-30 minutes of class once or twice a week most weeks.

• Short lecture, pre-question, group exercise, post-questions


Results from Research to Validate the Effectiveness of Lecture-Tutorials*

0

25

50

75

100

Pretest Post-Lecture Post-Lecture Tutorial

Perc

ent

Cor

rect

30%

52%

72%

( N ~ 100 )

*Research on a Lecture-Tutorial Approach to Teaching Introductory Astronomy for Non–Science Majors, Prather, E. E.; Slater, T. F.; Adams, J. P.; Bailey, J. M.; Jones, L. V.; Dostal, J. A., Astronomy Education Review, 3(2) 2005


Think-Pair-Share

• A question is asked of the class

• You “vote” using the ABC cards

• fold them now

• Vote discreetly

• Vote mindfully

• If the question is tough, I may ask you to convince your neighbor your reasoning is correct

• Even if both you have the same answer, you may not be correct, and even if you are correct, you may not really understand why!

• Then we will vote again.


Think Pair Share

Let’s Practice


The most important part of a Think-Pair-Share question is the discussion between you and your neighbor, when you each try to convince the other that your reasoning is correct.

Why do you think this is so?

A. If the other student is wrong, it is important to correct him or her.

B. The other student may be able to tell you the correct answer so you will know it for the test.

C. Explaining your reasoning out loud helps you fully understand the information.


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What is this class?


Elementary Astronomy

• The catalog says: “Surveys the contents and workings of the universe at an introductory level designed to satisfy the general education science requirement, primarily for non-science majors. Emphasizes the physical principles essential to fundamental understanding of astronomy. Discusses historical foundations, the tools of the astronomer, the solar system, stars and stellar evolution, galaxies and deep space, cosmology, and extraterrestrial life.” Advisory: English 21 or ESL 6A #

• In this class we will use a combination of lecture and in-class activities to develop an understanding of the Universe we live in, from “our own backyard” (the Earth and Moon) to the farthest reaches of the observable Universe.


What will you learn?

• Student Learning Outcomes:

• Demonstrate a working knowledge of the historical development of key astronomical concepts such as the ever-unfolding discovery of our place in the universe, including the latest developments in planetology and cosmology.

• Explain the methods astronomers use to explore the natural phenomena of the universe, including observation, hypothesis development, and evaluation of evidence.

• Identify and evaluate the causes and possible solutions to problems of environmental concern such as global warming, resource conservation, and pollution.


What will you learn?

• When you successfully complete this course it is my goal that you will also be able to:

• Understand what you are seeing when you look up at the sky.

• Discriminate between legitimate science and pseudo-science and discuss the difference between science and belief systems

• Explain the importance of astronomy, and science in general, for everyone.

• Understand news stories about astronomy and be able to explain them to your friends and children.


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A Brief Tour of the Universe


The Universe -- You are Here


The Universe -- You are here

• Our Cosmic Address:

• LAMC

• Earth

• Solar System

• Milky Way Galaxy

• Local Group

• Virgo Supercluster

• the Universe


Excerpt from Cosmic Voyage

http://youtu.be/vRjGarICal4


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Student Questionnaire


Student Questionnaire

• Please Fill out the Questionnaire

• You may omit any information that you don’t want to provide.

• This is for me, to help me tailor the class to fit this group

• It is online at: https://www.surveymonkey.com/s/StudentInfoDL

https://www.surveymonkey.com/s/StudentInfoDL

WRAP-UP


Topic for Next Class

• What is Science?

• What isn’t Science

• What is Astronomy?


Reading Assignment

• Ch 1


Homework

• None Assigned yet


Spring F2015

See You Thursday!

Documents

Welcome to Astronomy 1 - Los Angeles Mission College F2015 Welcome.pdfAstronomy 1 - Elementary Astronomy LA Mission College Levine F2015 Quotes & Cartoon of the Day “Astronomy compels