SYLLABUS AND STUDY GUIDE FOR AST 110 ASTRONOMY BEYOND THE ...

SYLLABUS AND STUDY GUIDE FOR AST 110 – ASTRONOMY: BEYOND THE SOLAR SYSTEM

I N S T R U C T O R

Name Professor Patel Email [email protected] (preferred)

Phone 760-921-5439 Office Anthony J. Reale Bldg, Room CL 208 Hours Tuesdays 1-3 pm, Wednesdays 1-3 pm, and Thursdays 1-2 pm

C O U R S E

Title Astronomy: Beyond the Solar System Section Number AST-110-01 and AST-110-02

Description This course looks beyond the solar system and examines the formation and evolution of stars, neutron stars and black holes, the Milky Way, active galaxies, quasars, cosmology, the evolution of the universe and the possibility of intelligent life in our galaxy.

Start Date 12 August 2019 End Date 13 December 2019 Requisite

Courses MAT-095 Pre-College Algebra and ENG-099 Basic Composition or placement based on AB 705 mandates.

Required Textbook

Choose from one of the following: • The non-abbreviated version containing all the chapters covered in AST-105 and AST-110

(recommended for students who are planning to take both AST-105 and AST-110.) o Title: Astronomy Today o Author: Chaisson and McMillan o ISBN-13: 9780134450278 o Edition: 9th o Year: 2018 o Publisher: Pearson

• The abbreviated version containing only the chapters covered in AST-110. o Title: Astronomy Today Volume 2: The Solar System o Author: Chaisson and McMillan o ISBN-13: 9780134566214 o Edition: 9th o Year: 2018 o Publisher: Pearson

Content Chapters 1-5 and 16-28. Objectives 1. Explain the motions of the stars through space and how these motions are measured from Earth.

2. Explain how physical laws are used to estimate stellar sizes. 3. Improve students' understanding of the composition and physical properties of the interstellar

medium. 4. Prepare students to analyze some of the observational evidence supporting the modern theory of

star formation. 5. Acquaint students with the stages in the death of a typical low-mass star and describe the resulting

remnant. 6. Explain the two types of supernovae and explain how each is produced. 7. Improve students' understanding of how the universe continually recycles matter through stars

and the interstellar medium. 8. Explain the properties of neutron stars and explain how these objects are formed. 9. Explain the nature and origin of pulsars and account for their characteristic radiation. 10. Acquaint students with the overall structure of the Milky Way Galaxy and enumerate the

differences between the various regions. 11. Improve students' understanding of the basic properties of the main types of normal galaxies. 12. Explain the basic differences between active and normal galaxies. 13. Describe the place of pulsars and active galaxies in current theories of galactic evolution. 14. Explain how the age of the universe is determined and discuss the uncertainties involved.

mailto:[email protected]


FALL 2019 – PROFESSOR PATEL AT PALO VERDE COLLEGE PAGE 2 OF 15

C O U R S E

15. Explain how matter emerged from the primeval fireball. 16. Discuss some of the techniques we might use to search for extraterrestrials and to communicate

with them. Student Learning

Outcome 1. Describe the overall structure of the Milky Way Galaxy and enumerate the differences between the

various regions. 2. Evaluate the chances of finding life elsewhere in the solar system. 3. Explain how stellar distances are determined.

Availability of Accommodation

s for Students with Disabilities

Students with disabilities who believe they need accommodations are encouraged to contact Disabled Students Programs and Services. While accommodations will be made based on the nature of the disability, there will be no course modifications. All students are expected to satisfy the Student Learning Outcomes as outlined in this syllabus.

Tutoring • Study together with your classmates. • Ask friends and family members. • Blythe and Needles students can also get help from tutors at PVC Library, 24/7 online at Brainfuse,

and various websites such as www.khanacademy.org. Testing 1. Students are to take test according to the following:

• Blythe and surrounding community students go to the PVC library. • Needles students go to information desk. • All other students coordinate with your proctor.

2. If you live outside Blythe or Needles area, call Distance Education Office (760-921-5595) to setup a proctor agreement.

G R A D I N G

Labs There will be nine (9) labs – 40% of your final grade . Lab Policies and

Procedures • NO MAKE-UP LABS. • NO LATE LABS. • You will work on labs (even-numbered problems) on your own before you take the corresponding

chapter exam. You will fill in the lab answer sheet (fill in the bubbles) that will be provided along with the even-numbered questions to avoid confusion. You will bring the filled in lab answer sheet with you on the day you take the corresponding exam by the exam due date.

• Return the lab answer sheet, keep the multiple-choice questions as study guide for the final exam. • Each lab answer sheet must be stapled together with the corresponding exam answer sheet. • Each lab must be turned in with the corresponding exam to receive credit. • Labs not received with the corresponding exam will receive zero. • Each lab must be done individually. Do not collaborate with anyone else.

Lab Assignments LAB 1 (even-numbered Problems from Chs. 1 and 2) is due with EXAM 1. LAB 2 (even-numbered Problems from Chs. 3 and 4) is due with EXAM 2. LAB 3 (even-numbered Problems from Chs. 5 and 16) is due with EXAM 3. LAB 4 (even-numbered Problems from Chs. 17 and 18) is due with EXAM 4. LAB 5 (even-numbered Problems from Chs. 19 and 20) is due with EXAM 5. LAB 6 (even-numbered Problems from Chs. 21 and 22) is due with EXAM 6. LAB 7 (even-numbered Problems from Chs. 23 and 24) is due with EXAM 7. LAB 8 (even-numbered Problems from Chs. 25 and 26) is due with EXAM 8. LAB 9 (even-numbered Problems from Chs. 27 and 28) is due with EXAM 9.

Exams There will be nine (9) chapter exams – 40% of your final grade . Exam Policies

and Procedures • NO MAKE-UP EXAMS. • NO LATE EXAMS. • Each exam must be taken only once. • There will be no extra credit work. • Each exam must be signed and dated by your proctor to receive credit. • Exams not taken on or before the due dates listed below will receive zero.

o Do not wait until last minute, arrange with your proctor ahead of time if you know that you will be unable to take the exam on the due date.

• Return the answer sheet, keep the exam questions as study guide for the final exam. • Cheating on any exams will get a zero.



G R A D I N G

Exam Due Dates • EXAM 1 on Chs. 1 and 2 is due by FRIDAY, 23 AUGUST 2019. • EXAM 2 on Chs. 3 and 4 is due by WEDNESDAY, 4 SEPTEMBER 2019. • EXAM 3 on Chs. 5 and 16 is due by TUESDAY, 17 SEPTEMBER 2019. • EXAM 4 on Chs. 17 and 18 is due by MONDAY, 30 SEPTEMBER 2019. • EXAM 5 on Chs. 19 and 20 is due by FRIDAY, 11 OCTOBER 2019. • EXAM 6 on Chs. 21 and 22 is due by THURSDAY, 24 OCTOBER 2019. • EXAM 7 on Chs. 23 and 24 is due by TUESDAY, 5 NOVEMBER 2019. • EXAM 8 on Chs. 25 and 26 is due by MONDAY, 18 NOVEMBER 2019. • EXAM 9 on Chs. 27 and 28 is due by WEDNESDAY, 27 NOVEMBER 2019.

Not allowed during Any

Exams and Final Exam

1. Any personal electronic devices, such as smartphones, tablets, laptops, phablets, etc. 2. Notes. 3. Books. 4. Graphing calculator. 5. Programming calculator. 6. Calculator apps on the personal electronic devices. 7. Talking to other students.

Allowed during All Exams and

Final Exam

1. Scratch paper. 2. Pencil. 3. Scientific calculator with square, square root, cube, and cube root functions.

Final Exam There will be one (1) final exam – 20% of your final grade . Final Exam

Policies and Procedures

Same as exams’ policies and procedures described above.

Final Exam Due Date

• FINAL EXAM on Chs. 1-5 and 16-28 and all the labs is due by MONDAY, 2 DECEMBER 2019.

Scale Letter grade: • A (90% - 100%) • B (80% - 89%) • C (70% - 79%) • D (60% - 69%) • F (0% - 59%)

C O U R S E P R E P A R A T I O N

□ For each chapter: • Read and comprehend The Big Picture and LEARNING OUTCOMES at the beginning of each chapter and by the end

of the chapter you should be able to answer all the items listed in LEARNING OUTCOMES. • Read and comprehend each section in the chapter. Pay attention to the following features:

o Answer questions in CONCEPT Check and/or PROCESS OF SCIENCE Check if any in each section. ▪ Compare your answers with the answers provided in the back of the textbook. If your answers are incorrect,

determine what you did wrong, and redo the problem until your answer matches the answer in the back. Read and comprehend the section again if necessary.

o Read and comprehend DISCOVERY and/or MORE PRECISELY if any in each section. o Read and comprehend DATA POINTS if any in each section.

• Read and comprehend The Big Question. • Read and comprehend Chapter Review at the end of each chapter.

o The keyed items match the numbers from LEARNING OUTCOMES. • Answer the Discussion questions. • Do the Conceptual Self-Test: Multiple Choice and work out odd-numbered Problems.

o Compare your answers with the answers provided in the back of the textbook. If your answers are incorrect, determine what you did wrong, and redo the problem until your answer matches the answer in the back. Read and comprehend the section again if necessary.

• Do the Collaborative Activities (optional.) □ While reading the chapters, if you encounter words/Key Terms whose definition you are not familiar with, then refer to

the Glossary at the end of the textbook. If the word does not appear in the Glossary, then look it up in a dictionary.



C O U R S E P R E P A R A T I O N

□ Remember there are Concept Links, denoted by the symbol , especially in later chapters, that allows you to refer to earlier chapters or sections in case you need to review the earlier topics again.

□ Read and comprehend Appendices and Star Charts (will help with some of Individual Activities) at the end of the chapter.

C O U R S E C A L E N D A R

The table below lists the daily agenda to guide you through the course work using the course preparation procedure described above.

Day Date Agenda for Week 1

Mon 8/12

- Read and understand this syllabus and study guide - Sign and date and return SYLLABUS RECEIPT FORM - Ch. 1.1 – Our Place in Space - Ch. 1.2 – Scientific Theory and the Scientific Method

Tue 8/13 - Ch. 1.3 – The “Obvious” View - Ch. 1.4 – Earth’s Orbital Motion

Wed 8/14 - Ch. 1.5 – The Motion of the Moon - Ch. 1.6 – The Measurement of Distance

Thu 8/15 - Review Ch. 1 - Prepare LAB 1 answers

Fri 8/16

- Ch. 2.1 – Ancient Astronomy - Ch. 2.2 – The Geocentric Universe - Ch. 2.3 – The Heliocentric Model of the Solar System - Ch. 2.4 – The Birth of Modern Astronomy


Mon 8/19 - Ch. 2.5 – The Laws of Planetary Motion - Ch. 2.6 – The Dimensions of the Solar System

Tue 8/20 - Ch. 2.7 – Newton’s Law - Ch. 2.8 – Newtonian Mechanics

Wed 8/21 - Review Ch. 2 - Prepare LAB 1 answers

Thu 8/22 - Review Chs. 1 and 2

Fri 8/23

- Last Day to Register/Refund - EXAM 1 and LAB 1 on Chs. 1 and 2 due - Ch. 3.1 – Information from the Skies - Ch. 3.2 – Waves in What?


Mon 8/26 - Ch. 3.3 – The Electromagnetic Spectrum - Ch. 3.4 – Thermal Radiation

Tue 8/27 - Ch. 3.5 – The Doppler Effect


Thu 8/29 - Ch. 4.1 – Spectral Lines - Ch. 4.2 – Atoms and Radiation

Fri 8/30

- Last day to W/D without “W” grade. - Ch. 4.3 – Formation of Spectral Lines - Ch. 4.4 – Molecules - Ch. 4.5 – Spectral-Line Analysis - Review Ch. 4 - Prepare LAB 2 answers


Mon 9/2 - Labor Day Holiday

Tue 9/3 - Review Chs. 3 and 4

Wed 9/4 - EXAM 2 and LAB 2 on Chs. 3 and 4 due

Thu 9/5 - Ch. 5.1 – Optical Telescopes - Ch. 5.2 – Telescope Size

Fri 9/6

- Ch. 5.3 – Images and Detectors - Ch. 5.4 – High-Resolution Astronomy - Ch. 5.5 – Radio Astronomy - Ch. 5.6 – Interferometry




Mon 9/9 - Ch. 5.7 – Space-Based Astronomy - Ch. 5.8 – Full-Spectrum Coverage

Tue 9/10 - Review Ch. 5 - Prepare LAB 3 answers

Wed 9/11 - Ch. 16.1 – Physical Properties of the Sun - Ch. 16.2 – The Solar Interior

Thu 9/12 - Ch. 16.3 – The Sun’s Atmosphere - Ch. 16.4 – Solar Magnetism

Fri 9/13

- Ch. 16.5 – The Active Sun - Ch. 16.6 – The Heart of the Sun - Ch. 16.7 – Observations of Solar Neutrinos - Review Ch. 16 - Prepare LAB 3 answers


Mon 9/16 - Review Chs. 5 and 16

Tue 9/17 - EXAM 3 and LAB 3 on Chs. 5 and 16 due

Wed 9/18 - Ch. 17.1 – The Solar Neighborhood - Ch. 17.2 – Luminosity and Apparent Brightness

Thu 9/19 - Ch. 17.3 – Stellar Temperatures - Ch. 17.4 – Stellar Sizes

Fri 9/20

- Ch. 17.5 – The Hertzsprung-Russell Diagram - Ch. 17.6 – Extending the Cosmic Distance Scale - Ch. 17.7 – Stellar Masses - Ch. 17.8 – Mass and Other Stellar Properties


Mon 9/23 - Review Ch. 17 - Prepare LAB 4 answers

Tue 9/24 - Last day to Elect P/NP grade - Ch. 18.1 – Interstellar Matter - Ch. 18.2 – Emission Nebulae

Wed 9/25 - Ch. 18.3 – Dark Dust Clouds - Ch. 18.4 – 21-Centimeter Radiation

Thu 9/26 - Ch. 18.5 – Interstellar Molecules

Fri 9/27 - Review Ch. 18 - Prepare LAB 4 answers - Review Chs. 17 and 18


Mon 9/30 - EXAM 4 and LAB 4 on Chs. 17 and 18 due

Tue 10/1 - Ch. 19.1 – Star-Forming Regions - Ch. 19.2 – Formation of Stars Like the Sun

Wed 10/2 - Ch. 19.3 – Stars of Other Masses - Ch. 19.4 – Observations of Cloud Fragments and Protostars

Thu 10/3 - Ch. 19.5 – Shock Waves and Star Formation - Ch. 19.6 – Star Clusters

Fri 10/4

- Review Ch. 19 - Prepare LAB 5 answers - Ch. 20.1 – Leaving the Main Sequence - Ch. 20.2 – Evolution of a Sun-Like Star


Mon 10/7 - Ch. 20.3 – The Death of a Low-Mass Star - Ch. 20.4 – Evolution of Stars More Massive than the Sun

Tue 10/8

- Ch. 20.5 – Observing Stellar Evolution in Star Clusters - Ch. 20.6 – Stellar Evolution in Binary Systems


Thu 10/10 - Review Chs. 19 and 20

Fri 10/11 - EXAM 5 and LAB 5 on Chs. 19 and 20 due - Ch. 21.1 – Life and Death for White Dwarfs - Ch. 21.2 – The End of a High-Mass Star


Mon 10/14 - Ch. 21.3 – Supernovae - Ch. 21.4 – Formation of the Elements

Tue 10/15 - Ch. 21.5 – The Cycle of Stellar Evolution


Thu 10/17 - Ch. 22.1 – Neutron Stars - Ch. 22.2 – Pulsars

Fri 10/18

- Ch. 22.3 – Neutron-Star Binaries - Ch. 22.4 – Gamma-Ray Bursts - Ch. 22.5 – Black Holes - Ch. 22.6 – Einstein’s Theories of Relativity




Mon 10/21 - Ch. 22.7 – Space Travel Near Black Holes - Ch. 22.8 – Observational Evidence for Black Holes

Tue 10/22 - Review Ch. 22 - Prepare LAB 6 answers

Wed 10/23 - Review Chs. 21 and 22

Thu 10/24 - EXAM 6 and LAB 6 on Chs. 21 and 22 due

Fri 10/25

- Ch. 23.1 – Our Parent Galaxy - Ch. 23.2 – Measuring the Milky Way - Ch. 23.3 – Galactic Structure - Ch. 23.4 – Formation of the Milky Way


Mon 10/28 - Ch. 23.5 – Galactic Spiral Arms - Ch. 23.6 – The Mass of the Milky Way Galaxy

Tue 10/29 - Ch. 23.7 – The Galactic Center


Thu 10/31 - Ch. 24.1 – Hubble’s Galaxy Classification - Ch. 24.2 – The Distribution of Galaxies in Space

Fri 11/1

- Ch. 24.3 – Hubble’s Law - Ch. 24.4 – Active Galactic Nuclei - Ch. 24.5 – The Central Engine of an Active Galaxy - Review Ch. 24 - Prepare LAB 7 answers


Mon 11/4 - Review Chs. 23 and 24

Tue 11/5 - EXAM 7 and LAB 7 on Chs. 23 and 24 due

Wed 11/6 - Ch. 25.1 – Dark Matter in the Universe - Ch. 25.2 – Galaxy Collisions

Thu 11/7 - Ch. 25.3 – Galaxy Formation and Evolution - Ch. 25.4 – Black Holes in Galaxies

Fri 11/8

- Ch. 25.5 – The Universe on Large Scales - Review Ch. 25 - Prepare LAB 8 answers - Ch. 26.1 – The Universe on the Largest Scales - Ch. 26.2 – The Expanding Universe


Mon 11/11 - Veteran’s Day Holiday

Tue 11/12 - Ch. 26.3 – The Fate of the Cosmos - Ch. 26.4 – The Geometry of Space

Wed 11/13 - Ch. 26.5 – Will the Universe Expand Forever? - Ch. 26.6 – Dark Energy and Cosmology

Thu 11/14 - Ch. 26.7 – The Cosmic Microwave Background

Fri 11/15

- Last Day to W/D with “W” grade - Review Ch. 26 - Prepare LAB 8 answers - Review Chs. 25 and 26


Mon 11/18 - EXAM 8 and LAB 8 on Chs. 25 and 26 due

Tue 11/19 - Ch. 27.1 – Back to the Big Bang - Ch. 27.2 – Evolution of the Universe

Wed 11/20 - Ch. 27.3 – Formation of Nuclei and Atoms - Ch. 27.4 – The Inflationary Universe

Thu 11/21

- Ch. 27.5 – Large-Scale Structure in the Universe - Ch. 27.6 – Cosmic Structure and the Microwave Background

Fri 11/22

- Review Ch. 27 - Prepare LAB 9 answers - Ch. 28.1 – Cosmic Evolution - Ch. 28.2 – Life in the Solar System - Ch. 28.3 – Intelligent Life in the Galaxy


Mon 11/25

- Ch. 28.4 – The Search for Extraterrestrial Intelligence - Review Ch. 28 - Prepare LAB 8 answers

Tue 11/26 - Review Chs. 27 and 28

Wed 11/27

- EXAM 9 and LAB 9 on Chs. 27 and 28 due - Review all the labs - Review all the exams - Review Chs. 1-5 and 16-28

Thu 11/28 - Thanksgiving Break

Fri 11/29 - Thanksgiving Break




MON 12/2 - FINAL EXAM on Chs. 1-5 and 16-28 due

Tue 12/3 - No agenda

Wed 12/4 - No agenda

Thu 12/5 - No agenda

Fri 12/6 - No agenda


Mon 12/9 - No agenda

Tue 12/10 - No agenda

Wed 12/11 - No agenda

Thu 12/12 - No agenda

Fri 12/13 - Last Day of Classes

S T U D Y G U I D E

The limited study guide below will get you started on the chapters. You must read all the sections and do the Discussion, Conceptual Self-Test: Multiple Choice, Problems, and Activities at the end of each chapter to fully prepare for the exams.

C H A P T E R 1

Sec. 1 □ From largest to smallest we have: Universe, Local Group, Milky Way, Solar System. □ The totality of all space, time, matter and energy is the universe. □ A light-year is the distance that light travels in a year.

Sec. 2 □ Modern scientific theories are NOT perfect. □ An effective theory must be continuously tested. □ Aristotle's hypothesis was that a spherical Earth would always cast a circular shadow on the Moon.

Sec. 3 □ There are about a few thousand stars visible on a clear, dark night with the naked eye alone. □ A constellation is a group of stars making an apparent pattern in the celestial sphere. □ If Polaris were at your zenith (highest point in the celestial sphere that is right above observer’s head) you would

be at the North Pole. Sec. 4 □ While watching a star, you see it move 15 degrees. Then you have been watching it for an hour.

□ The precession cycle lasts 26,000 years. □ You would be at Tropic of Capricorn when the Sun passes through your zenith on December 21st.

Sec. 5 □ A solar eclipse can only happen during a new moon. □ If the new Moon fell on March 2nd, the Moon's phase on March 14th will be waxing gibbous. □ Some type of solar eclipse will happen about approximately every six months at new Moon.

Sec. 6 □ The angular size of an object depends on two quantities, the object's actual size and its distance from us. □ Parallax is inversely proportional to the distance to the star. □ The Earth's circumference was determined by Eratosthenes with solstice shadows.

C H A P T E R 2

Sec. 1 □ The Islamic scholars helped preserve the astronomy of Ancient Greece during Europe's Dark Ages. □ It was the Chinese who provided critical ancient data on supernovae and comets.

Sec. 2 □ The Islamic culture transferred Greek astronomical knowledge to Renaissance Europe. □ The Ptolemaic model of the universe explained and predicted the motions of the planets with deferents and

epicycles. Sec. 3 □ Scientists today do not accept the Ptolemaic model because the work of Tycho and Kepler showed the heliocentric

model was more accurate. □ The heliocentric model was first proposed by Aristarchus. □ Mercury speeds up at perihelion and slows down at aphelion. These were not part of the original Copernican

model. Sec. 4 □ Craters and mare on the Moon are not seen telescopically by Galileo.

□ The complete cycle of Venus's phases observed by Galileo refuted Ptolemy’s epicycles. □ It took two centuries for the Copernican model to replace the Ptolemaic model because there was no scientific

evidence to support either model until Galileo made his observations.



C H A P T E R 2

Sec. 5 □ Kepler's first law worked, where Copernicus' original heliocentric model failed, because Kepler described the orbits as elliptical, not circular.

□ Copernicus and Kepler disagreed on the point that the orbits of the planets are ellipses, with one focus at the Sun. □ Kepler's third law implies that planets further from the Sun orbit at a slower speed than planets closer to the Sun.

Sec. 6 □ During the eighteenth and nineteenth centuries, attempts to precisely measure the astronomical unit relied largely on rare transits of the inferior planets across the Sun.

Sec. 7 □ The force of gravity varies with the product of the two masses and inverse square of the distance separating the two bodies.

□ According to Newton's Law of Universal Gravitation, if the Moon were three times further from Earth, the force by Earth on the Moon would decrease by a factor of nine.

□ Newton's Universal Law of Gravitation implies that the planets further from the Sun will move more slowly than the planets closer to the Sun (Kepler's third law) and that when a planet is closer to the Sun in its orbit, it will move faster than when it is farther from the Sun (Kepler's second law.)

Sec. 8 □ Compared to orbital velocity, escape velocity is about forty percent more. □ Orbital speed is the speed with which a planet moves around the Sun. This speed is determined by the mass of

both the planet and the Sun and the distance between the two.

C H A P T E R 3

Sec. 1 □ A wave's velocity is the product of the frequency times the wavelength of the wave. □ If a wave's frequency doubles, its wavelength is halved.

Sec. 2 □ All types of electromagnetic radiation in a vacuum travel at the same velocity, the speed of light. □ The electric and magnetic fields in an electromagnetic wave are in phase but perpendicular to each other in space. □ Electromagnetic radiation can behave both as a wave and as a particle.

Sec. 3 □ Infrared electromagnetic radiation is absorbed by carbon dioxide and water vapor in our atmosphere. □ The speed of light in water compared to the speed of light in a vacuum is slower. □ Visible radiation can be observed well from Earth's surface.

Sec. 4 □ A blackbody’s energy peaks at the wavelength determined by its temperature. □ The temperature scale that places zero at the point where all atomic and molecular motion ceases is Kelvin. □ The phenomenon of diffraction and interference demonstrate the wave nature of light.

Sec. 5 □ The Doppler Effect is a phenomenon that allows one to measure an object's radial motion. □ The light from an object moving tangentially (to your left or right) will exhibit no shift. □ If a light source is approaching you at a speed very close to the speed of light, it will appear bluer than it is.

C H A P T E R 4

Sec. 1 □ Spectroscopy is an analysis of the way in which atoms absorb and emit light. □ The Orion Nebula, M-42, is a hot, thin cloud of glowing gas, so its spectrum is a few bright lines against a dark

background. □ A neon light (thin hot neon gas in a sealed tube) gives us a few bright emission lines, telling us the gas is neon.

Sec. 2 □ In the atom, protons give element its identity (atomic number.) □ In Bohr's model of the atom, electrons only make transitions between orbitals of specific energies. □ The photoelectric effect shows that there is a minimum frequency (energy) required to dislodge an electron from

an atom. This effect demonstrates the particle nature of light. Sec. 3 □ Emission lines of hydrogen that are found in the ultraviolet part of the electromagnetic spectrum are formed by

electrons transitioning from any level to level 1. □ To have a negative ion, you must have added an electron to the outer electron shell. □ For hydrogen, the transition from the second to the fourth energy level produces a blue green absorption line.

Sec. 4 □ Molecular lines more complex than elemental spectral lines because molecules can vibrate and rotate as well. □ Since the difference in energy between the different rotational states in a molecule is very small, many molecular

lines can be observed with radio or microwave telescopes. Sec. 5 □ The Doppler effect causes spectral lines to broaden.

□ The splitting of spectral lines in the presence of strong magnetic fields is the Zeeman effect. □ If a source of light is approaching us at 3,000 km/sec, then all its waves are blue shifted by 1%.



C H A P T E R 5

Sec. 1 □ The primary purpose of an astronomical telescope is to collect a lot of light and bring it to a focus. □ A major advantage of a Newtonian reflector over a refractor is the elimination of chromatic aberration. □ In both reflecting and refracting telescopes, the main role of an eyepiece is to magnify the image.

Sec. 2 □ The amount of diffraction and thus the resolution of a scope depends upon the wavelength used and the size of the main telescope objective lens or mirror.

□ The light-gathering power of an 8-inch telescope compared to a 4-inch telescope is four times better. □ The amount of diffraction a telescope creates depends upon the wavelength and the diameter of the telescope

objective. Sec. 3 □ Refractor telescopes suffer from this separation of light into its component colors known as chromatic aberration.

□ One advantage of the Hubble Space Telescope over ground-based ones is that in orbit, it can operate close to its diffraction limit at visible wavelengths.

□ Computers are used to sharpen images collected by telescopes by reducing the noise in observations. Sec. 4 □ "Seeing" is a measurement of the image quality due to air stability.

□ Adaptive optics is designed to correct the effects of atmospheric turbulence. Sec. 5 □ The Arecibo radio telescope is laid out like a prime focus reflector.

□ An inherent problem in all large radio telescopes is that radio waves have long wavelengths, so radio telescopes have poor resolution.

□ Compared to optical telescopes, radio telescopes are built large because radio photons don't carry much energy. Sec. 6 □ In astronomy, an interferometer can be used to improve the angular resolution of radio telescopes.

□ Interferometer combines the radiation from two different telescopes to greatly enhance resolution via computer synthesis.

Sec. 7 □ Astronomers can access information in all part of the electromagnetic spectrum. □ The Atacama Large Millimeter Array achieves exceptional resolution by using exceptionally many radio antennas

in a mobile array. □ The Chandra X-ray Observatory must use grazing incidence optics to focus the short wavelengths.

Sec. 8 □ Galaxies do not look the same when viewed in visible or X-ray wavelengths.

C H A P T E R 1 6

Sec. 1 □ The temperature of the layer of gas that produces the visible light is 5,800 K. □ A little over a million planet Earths could fit inside the Sun. □ Inside out, the correct order for the structure of the Sun is radiative zone, convective zone, and chromosphere.

Sec. 2 □ Solar energy reaches the Sun's photosphere from the layer just underneath it by convection. □ Hydrostatic equilibrium in our Sun is the balance between gravitation and pressure. □ The pattern of rising hot gas cells all over the photosphere is called granulation.

Sec. 3 □ The chromosphere can be seen during a solar eclipse, it appears red. □ Most of the solar wind flows from coronal holes. □ Astronomers don't understand why the Sun’s corona is much hotter than layers of the Sun that are closer to the

solar interior. Sec. 4 □ A loop of gas following the magnetic field lines between sunspots’ poles is a prominence.

□ Visible sunspots lie in the granulation in the photosphere. □ While observing the Sun, you note a large number of sunspots. You can conclude that there are likely to be an

above average number of flares and prominences. Sec. 5 □ The number of sunspots and their activity peak about every 11 years.

□ Loops of glowing hydrogen seen hanging over the solar limb during totality are prominences. □ A radio interference arrives on Earth approximately 8.5 minutes after a large flare from the Sun is detected

optically. Sec. 6 □ The critical temperature the core must reach for a star to shine by fusion is 10 million K.

□ The primary source of the Sun’s energy is the strong force fusing hydrogen into helium. □ The net result of the proton-proton chain is 4 protons = 1 helium-4 + 2 neutrinos + gamma rays.

C H A P T E R 1 7

Sec. 1 □ 6,000 stars can be seen from somewhere on Earth with the naked eye. □ The size and distance relationship of our Sun and the nearest star is best described by two marbles separated by

300 kilometers.



C H A P T E R 1 7

□ The Hipparcos mission's observations have given us good data on stars out to about 200 parsecs. Sec. 2 □ The absolute magnitude of our Sun is +4.8.

□ The absolute magnitude of a star is its brightness as seen from a distance of ten parsecs. □ Jupiter, 6 times farther away from the Sun than Earth, receives 36 times less sunlight.

Sec. 3 □ The two most important intrinsic properties used to classify stars are luminosity and surface temperature. □ The star's color index is a quick way of determining its temperature. □ Two red stars have surface temperatures of 3000 K, but Star A's luminosity is about 5% of the Sun's and Star B's

luminosity is about 32,000 times the luminosity of the Sun. Star B's radius is about 800 times larger than star A's radius.

Sec. 4 □ Stars that have masses similar to the Sun's, and sizes similar to the Earth are white dwarfs. □ Compared to the size of the Sun, all stars found have sizes between 0.01 and 100 solar radii.

Sec. 5 □ On the H-R diagram, the Sun lies about the middle of the main sequence. □ The most common occurring stars based on our stellar neighborhood might be described as M main sequence. □ On the H-R diagram, red supergiants like Betelgeuse lie at the top right.

Sec. 6 □ Having nothing to do with trigonometry, spectroscopic parallaxes use the width of absorption lines to estimate the star's luminosity, size, and distance.

□ In general, the narrower the spectral line of a star the bigger the star. Sec. 7 □ The sizes of eclipsing binaries depend upon their Doppler shifts and durations of stages of their eclipses.

□ Eclipsing binaries can have their sizes measured directly by photometry. □ In a spectroscopic binary system, the star showing the larger blueshift is less massive and approaching us at this

moment. Sec. 8 □ Mass is the single most important characteristic in determining the course of a star's evolution.

□ High mass stars account for most of the light in large regions of star formation, such as galaxies. □ The typical main sequence lifetime of a G-type star is 10 billion years.

C H A P T E R 1 8

Sec. 1 □ Interstellar gas is composed of 90% hydrogen, 9% helium, by weight. □ The polarization of light passing through thin dust clouds lets us map the Galaxy's magnetic field. □ The overall dimming of starlight by interstellar matter is called extinction.

Sec. 2 □ Emission nebulae like M42 occur only near stars that emit large amounts of ultraviolet radiation. □ The primary visible color of an emission nebula is red due to ionized hydrogen atoms. □ A "fuzzy" dark or light patch in the sky is called a nebula.

Sec. 3 □ Dark dust clouds are largely misnamed because they contain much more gas than dust. □ Interstellar absorption lines are narrow primarily because the matter is at a low temperature, and atoms are

almost still. □ The dark nebulae can be penetrated only with longer wavelengths such as radio and infrared.

Sec. 4 □ Neutral hydrogen is most obvious in the electromagnetic spectrum at 21 cm in the radio region. □ H I region is colorless; it emits in the radio region. □ When an electron in H changes its spin from the same to the opposite direction as the proton, it emits a radio

wave photon. Sec. 5 □ The most common molecule in a molecular cloud is molecular hydrogen, H2.

□ Molecular hydrogen is not very useful for mapping molecular clouds because molecular hydrogen is essentially invisible in the radio portion of the spectrum.

□ Unlike atoms, molecules can rotate and vibrate.

C H A P T E R 1 9

Sec. 1 □ Star formation is so difficult and complex because stars live too long to be observed from birth to death. □ Our Sun, along with most of the stars in our neighborhood probably formed about billions of years ago.

Sec. 2 □ Fusion of hydrogen atoms into helium atoms marks the birth of a star. □ During a protostar's T Tauri phase, it may develop very strong winds. □ On an H-R diagram, a protostar would be above and to the right of the main sequence.

Sec. 3 □ Mass of the nebula is the key factor that determines the temperature, density, radius, luminosity, and pace of evolution of a protostellar object.

□ It takes about twenty times longer for an M class star to reach the main sequence compared to a solar type star.



C H A P T E R 1 9

□ A fragment of a collapsing gas cloud that comes to equilibrium with a central temperature of 4 million K will become a brown dwarf.

Sec. 4 □ Protostars can be observed in the Orion Nebula. □ If the initial interstellar cloud in star formation has enough mass to form hundreds of stars, a star cluster can form

from it, where the initial cloud fragments into smaller clouds and forms many stars at one time. □ In stage 6 or 7 of the formation of a large cluster of stars, a nebula is formed around the cluster. This happens

because there are massive O and B stars emitting high energy photons that ionize the remainder of the cloud. Sec. 5 □ Expanding Herbig-Haro objects are not a source of the shock waves that lead to protostars.

□ Atomic bomb tests demonstrate an aspect of star formation because they both contain a shock wave surrounding and compressing a molecular cloud.

Sec. 6 □ Most starts in the Milky Way probably formed in clusters in the Galaxy’s spiral arms. □ Low mass M type dwarfs stars are formed in a typical open cluster. □ All the stars formed at about the same time is the most important fact about a cluster of stars that make them

useful for studying star formation.

C H A P T E R 2 0

Sec. 1 □ A star (no matter what its mass) spends most of its life as a main sequence star. □ When a star’s inward gravity and outward pressure are balanced, the star is said to be in hydrostatic equilibrium. □ M spectral type of star is still around which was formed longest time ago.

Sec. 2 □ Element hydrogen in our body was not formed in the cores of the stars during thermonuclear fusion. □ At main sequence stage in a Sun-like star’s life is its core the least dense. □ A solar mass star will evolve off the main sequence when it builds up a core of inert helium.

Sec. 3 □ A planetary nebula is the ejected envelope, often bipolar, of a red giant surrounding a stellar core remnant. □ The order of evolutionary stages of a star like the Sun would be main sequence, giant, planetary nebula, and

finally white dwarf. □ Planetary nebulae are spherical, but most have bipolar structure.

Sec. 4 □ A high-mass star dies more violently than a low-mass star because high-mass star generates more heat and its core eventually collapses very suddenly.

□ Isolated main sequence stars as massive as 10 to 12 times the mass of the Sun may still manage to avoid going supernova because they can also have strong stellar winds.

□ Horizontally right best describes the evolutionary track followed on the H-R diagram for the most massive stars. Sec. 5 □ The brightest stars of a young open cluster will be massive blue main sequence stars.

□ Compared to a cluster containing type O and B stars, a cluster with only type F and cooler stars will be older. □ Typical age for a globular cluster is 12 billion years.

Sec. 6 □ A helium white dwarf is the unusual result of mass transfer in the Algol binary system. □ That brighter Sirius A weighs 3 solar masses, but the white dwarf Sirius B is only about one solar mass implies

that the collapsed companion transferred mass to Sirius A.

C H A P T E R 2 1

Sec. 1 □ A surface explosion on a white dwarf, caused by falling matter from the atmosphere of its binary companion, creates a nova.

□ The Chandrasekhar mass limit is 1.4 solar masses. □ For a nova to occur, the system must have already been a mass-transfer binary.

Sec. 2 □ An iron core cannot support a star because iron cannot fuse with other nuclei to produce energy. □ Most of the energy of a supernova is carried outward via a flood of neutrinos. □ At temperatures of ten billion K, photons can split apart nuclei until only protons and neutrons are left in

photodisintegration. Sec. 3 □ Supernova 1987A is located in our companion galaxy, the Large Magellanic Cloud.

□ The supernova that formed M-1, the Crab Nebula, was observed in 1054 AD by Chinese and Middle Eastern astronomers.

□ Supernova remnants differ from star forming regions because, although there is ionized hydrogen in both, supernova remnants contain no ionizing stars.

Sec. 4 □ Neutrinos from a Type II supernova are detected before photons because neutrinos hardly interact with matter and escape from the star quickly while photons are delayed by interactions with matter.



C H A P T E R 2 1

□ The heaviest nuclei of all are formed by neutron capture during a Type II supernova explosion. □ As seen in 1987, when two silicon-28 nuclei fuse, or when seven alpha particles are added to a Si-28 nucleus, the

initial result in either case is nickle-56.

C H A P T E R 2 2

Sec. 1 □ Neutron stars are formed by Type II supernovae. □ An object more massive than the Sun, but roughly the size of a city, is a neutron star. □ A 6.8 solar mass neutron star does not exist.

Sec. 2 □ Most pulsars are known only from their pulses in radio waves. □ The Crab pulsar is bright at visible wavelengths, which makes it somewhat unusual among pulsars in general. □ The supernova of 1054 AD produced a pulsar with a period of 33 milliseconds, visible optically.

Sec. 3 □ Three terrestrial-sized planets in orbits of a fraction of an A.U. have been found near a millisecond pulsar. □ Most pulsars have a measured mass of about 1.4 solar masses. □ A critical difference between millisecond and normal pulsars is that the millisecond ones are speeding up, while

the normal pulsars slow down over time. Sec. 4 □ A proposed explanation for gamma-ray bursters is hypernova-making black holes and bipolar jets as well as

coalescence of a neutron star binary. □ If more mass was added to a 1.4 solar mass neutron star, it could eventually become a black hole, via a hypernova

explosion. □ In contrasting the distribution of the X-ray and gamma-ray bursts, we find that gamma-ray bursts are far beyond

our Galaxy, at cosmological distances, and spread all over the sky, and not in the plane of our Galaxy. Sec. 5 □ The mass of neutron stars ranges from 1.4 to 3 solar masses.

□ A hypernova creates a black hole. □ The densely packed neutrons of a neutron star cannot balance the inward pull of gravity if the total mass is

greater than Schwarzschild’s limit of 3 solar masses. Sec. 6 □ According to the special relativity, as the speed of a rocket ship increases, an observer sees the mass of a

spaceship increase. □ Gravity is the result of curved spacetime as explained by general relativity. □ The equivalence principle says that a person in an elevator that is in free fall feels the same acceleration as a

person in space, far from any gravitational source accelerating at g. Sec. 7 □ We detect nothing from matter that has crossed an event horizon.

□ As a spaceship nears an event horizon, a clock on the spaceship will be observed to run slowly. □ If the Sun were replaced by a one solar mass black hole, the Earth would still orbit it in a period of one year.

Sec. 8 □ Cygnus X-1 is the leading candidate for an observable black hole binary system. □ When observing an object, such as a space ship that is moving very quickly relative to you, the length of objects on

that object will appear to be shorter than when they are at rest. □ In binary neutron star systems, the orbits are expected to slowly decay, eventually resulting in a merger of the

neutron stars. The orbital energy is emitted as gravitational waves.

C H A P T E R 2 3

Sec. 1 □ In structure, our Milky Way is most similar to M-31, the Andromeda Galaxy. □ The part of the Milky Way we are most familiar with is the Galactic disk.

Sec. 2 □ Cepheids’ period-luminosity relation is used to determine distances. □ Early in the 20th century, our Galaxy was estimated to be about 35,000 ly (10 kpc) in diameter. □ The first attempt to map the Galaxy via star counts was done by William Herschel in the late eighteenth century.

Sec. 3 □ Most of the new star formation in the Galaxy is found in the spiral arms. □ Matter belonging to the Galaxy can be traced out to 50 kpc from the center. □ The “aspect ratio” of thickness to width of the Galactic disk is about 1:100.

Sec. 4 □ Star formation ceased first in the Galactic halo. □ In the formation of our Galaxy, the globular clusters formed first. □ The correct sequence of formation in our Galaxy by age from oldest to youngest is globular clusters, emission

nebulae, and open clusters. Sec. 5 □ 21 cm radio waves are useful to galactic astronomers due to their Doppler shifts that let us map the motions and

locations of gas in the spiral arms.



C H A P T E R 2 3

□ Density waves may explain the spiral arm structure of the Galaxy. □ The leading explanation for the existence of spiral arms is passages of spiral density waves through the

interstellar medium. Sec. 6 □ Clouds of cool, neutral hydrogen are no longer considered a good explanation for the dark matter in the Galactic

halo. □ Cars moving at a constant speed on a circular race track is most like the rotation of stars in the disk of the Milky

Way. □ With the orbit size of 8 kpc and a period of 225 million years, the mass of our Galaxy is found to be closest to 1011

solar masses. Sec. 7 □ The radio source Sgr A* is in a place consistent with the center of our Galaxy.

□ The temperature of the innermost part of the spinning gas near our Galaxy’s central black hole is over 1,000,000 K.

□ S2’s orbital radius of 950 A.U. and an orbital period of 15 years are most consistent with S2 being a star orbiting a 4 million solar mass object in the center of our Galaxy.

C H A P T E R 2 4

Sec. 1 □ A spherical galaxy, like M87, which looks like a monster globular cluster, is type E0. □ S0 is the type of galaxy that has stellar disk, but no gas and dust. □ Spiral and elliptical galaxies are about the same age, but spirals vary less in mass.

Sec. 2 □ Within the boundaries of the constellations Coma and Virgo are found the largest nearby superclusters of galaxies.

□ Most of the galaxies in the Local Group are small ellipticals like the companions to M31 in Andromeda. □ Virgo Cluster is the nearest huge cluster of galaxies to our Local Group.

Sec. 3 □ According to the Hubble’s Law, the greater the distance to a galaxy, the greater its redshift. □ Spiral galaxies are relatively rare in regions of high galaxy density. □ The modern value of Hubble’s constant is 7 times lower than the original published value.

Sec. 4 □ Quasars usually have their distances measured by Hubble’s Law. □ Some quasars have redshifts greater than 1 because they are very distant, with relativistic redshifts that take into

account dilation of space-time, as Einstein predicted. □ If we are directly in the line of a jet coming out of the lobe galaxy’s core, we see a blazar.

Sec. 5 □ A billion solar mass black hole would still have a radius of only 20 A.U. □ The intensity of synchrotron radiation does not depend on temperature. □ A galaxy that was once a quasar is likely to have a black hole at its nucleus.

C H A P T E R 2 5

Sec. 1 □ Head-Tail Radio Galaxy can be tracked with its motion through the intergalactic medium. □ Rotation curves for spiral galaxies show most have dark halos. □ According to their rotation curves, most spiral galaxies contain dark matter.

Sec. 2 □ Collisions between galaxies are thought to be commonplace. □ When spiral galaxies do collide, the impact is greater on their giant molecular clouds. □ M-31 in Andromeda is not considered a fine example of galactic collisions.

Sec. 3 □ The pregalactic blobs had masses similar to the Sun. □ According to the HST data, very distant (and early) galaxies tend to be smaller, bluer, and more irregular than

modern ones. □ Some quasars show absorption spectra with a smaller redshift than their emission spectra; this indicates that

there is cooler gas between us and the quasar. Sec. 4 □ A red supergiant is observed in a globular cluster in another galaxy (located 150,000 light-years away). It is

predicted, based on its mass and age of the star, that it will supernova in about 10,000 years. This supernova will be visible on Earth 10,000 years from now.

□ Active galaxies are having their central engines temporarily fed by a close interaction with a neighboring galaxy. □ If the merger theory is correct, the brightest active galactic nuclei should contain supermassive black holes.

Sec. 5 □ We will see a galaxy that is at one billion light-years the way it was one billion years ago. □ Voids contain about 40-50 percent of the universe’s mass.



C H A P T E R 2 5

□ Based on observations of the “bullet cluster”, in a collision between clusters of galaxies, the dark matter moves with the luminous matter, leaving behind the gas.

C H A P T E R 2 6

Sec. 1 □ Homogeneity and isotropy, taken as assumptions regarding the structure and evolution of the universe, are known as the Cosmological Principle.

□ The concept that the direction of observation does not matter overall is isotropy. □ The two different kinds of surveys that have given astronomers great insight into the structure and expanse of the

universe are pie slice and pencil beam. Sec. 2 □ The Hubble time is expressed as 1/H.

□ The redshift of the galaxies is correctly interpreted as space itself is expanding with time, so the photons are stretched while they travel through space.

□ From the 1970s to the present, the accepted value of H has almost doubled, so the age of the universe is half what we believed.

Sec. 3 □ The universe will stop expanding in High Density Universe model. □ The meaning of a “closed” universe is that the universe will someday stop expanding and begin collapsing inward. □ If the density of the universe is greater than the critical density, this means that the universe is expanding at a rate

less than the escape speed of the universe. Sec. 4 □ The ratio of the universe’s actual density to the critical density is Ω0.

□ If Ω0 is less than one, then the universe will expand forever. □ On the surface of a sphere the shortest distance between two points is an arc on a great circle.

Sec. 5 □ If the presently accepted value of Ω0 = 0.3 (excluding dark energy) is indeed correct, then the universe will expand forever.

□ The critical evidence for cosmic acceleration in 1998 came from two teams of astronomers, both observing Type 1 supernovae.

□ The universal accelerating force could not be considered dark matter. Sec. 6 □ The luminous matter in the universe accounts for about less than 4% of the total mass of the universe. Sec. 7 □ The two teams involved in the discovery of the cosmic microwave background radiation were at Bell Labs and

Princeton. □ The Big Bang has cooled by now to just over 2.7 K. □ The photons from the microwave background have not interacted with matter since the universe was 400,000

years old.

C H A P T E R 2 7

Sec. 1 □ The critical temperature above which pair production can occur is called threshold temperature. □ Currently, most of the mass of the matter of the universe is believed to consist of dark matter not made of protons

and neutrons. □ The energy of the cosmic microwave background is about ten times more from the Big Bang than the energy

radiated by all the stars and galaxies that ever existed. Sec. 2 □ We have no theory capable to answer hot the universe was at time zero.

□ Gravity separates from the other forces at the end of the Planck Era, about 10−43 seconds after the Big Bang. □ Nuclear Epoch is the period from about 100 seconds up to 15 minutes after the Big Bang.

Sec. 3 □ The Big Bang produced hydrogen and helium. □ Fifteen minutes after the Big Bang, the mass ratio of H/He created was about 75/25. □ The critical temperature for nucleosynthesis to begin was the deuterium bottleneck at about 900 million K.

Sec. 4 □ The best answer to both the flatness and horizon problems is the inflationary epoch. □ The “flatness” problem arises because the curvature of space seems remarkably close to exactly one. □ The one theory of the early universe before the Recombination Epoch and after the Planck Epoch that was

developed to resolve the conflict between observation and theory is the theory of inflation. Sec. 5 □ Neutrinos could be considered as “hot dark matter”.

□ Observed temperature fluctuations in the Cosmic Microwave Background Radiation are tens of millionths of a kelvin.

□ Cold-dark-matter models predict large-scale filaments containing both normal matter and dark matter. Sec. 6 □ Ripples in the Cosmic Microwave Background correspond to fluctuations in both matter and radiation.



C H A P T E R 2 8

Sec. 1 □ Intelligence appears most favored by natural selection. □ There are 2.5 billion years between the evolution of single versus multicellular organisms. □ The hypothesis that life on Earth came from outer space is considered plausible because many meteorites contain

complex organic molecules. Sec. 2 □ Element carbon is the most crucial to the complexity of life.

□ Enceladus, Europa, Ganymede, and Titan are the four moons of the jovian planets that show the most promise of life.

□ Extremophiles are organisms that create their energy through chemical reactions (chemosynthesis instead of photosynthesis) and live in environments previously thought too alkaline, hot, cold, dark, saline, etc. to sustain life.

Sec. 3 □ Assuming the conditions ripe for life and intelligence abound in the Galaxy, the average survival time of the civilizations is a factor that limits the number of galactic civilizations.

□ Type O and B stars are poor candidates for extraterrestrial life because their lifetime is too short. □ Considering both longevity and luminosity, 61 Cygni, a K2 main sequence star, would be the most likely candidate

for seeking extraterrestrial intelligence. Sec. 4 □ Most SETI searches are done at radio wavelengths.

□ Cable TV is the advanced technology that would make it harder for extraterrestrial life to find us. □ As a radio source, the period of "pulsar Earth" is 23 hours, 56 minutes.

HIS 125 Syllabus K. Eoff 1 of 4

PALO VERDE COLLEGE

HIS 125 California History

Professor Kevin Eoff Fall 2019

760-921-5413 CL 131 [email protected] A history of culture, social, economic and historical aspects of California from the pre-Columbian period to the present with an emphasis on the period since statehood in 1850. This course emphasizes the historiography of California (past and present historical writings about California.) There will also be a brief examination of California literature and art throughout history as well as significant events and people that have shaped the history of California. There is one assigned TEXTBOOK California: An Interpretive History

Edition: 10th Author(s): Rawls, James; Bean, Walton ISBN13: 9780073406961 ISBN10: 0073406961 Format: Paperback Pub. Date: 2/9/2011 It is not to be considered gospel, rather a guide to help us on this semester long journey through history. There is a student web site available to assist you as well. It has many useful features, if you have access to the web the address is: http://highered.mheducation.com/sites/0073406961/information_center_view0/index.html You may purchase this book through the PVC virtual bookstore, or you can shop the internet for a new, used, rental or e-book. Some sites that may prove helpful are www.booksprice.com , www.abebooks.com , www.textbooks.com , Amazon, Barnes and Noble etc.

mailto:[email protected]

http://highered.mheducation.com/sites/0073406961/information_center_view0/index.html

http://www.booksprice.com/

http://www.abebooks.com/

http://www.textbooks.com/


There is a copy on reserve at the PVC Main Library and Needles Center for those who wish to check out the book on site for an hour. This may help those who are waiting for their text to arrive…we hit the ground running the first week of class so try not to get behind!! PREREQUISITES: ENG 099 Eligible I will utilize “THE BRIDGE” (Canvass course management system ) during this course for students taking the course face to face, online, and community members in Distance Education. Incarcerated students will have their information disseminated through the Distance Education Office. Please write your name, PVC id #, Course # and section on all correspondence as papers sometimes are misplaced! On the PVC homepage (www.paloverde.edu) click on the tab near the bottom of the page where it has “The Bridge”, then log in using the same information you registered with. Click on this course and away we go! You will be able to access course documents, announcements, monitor your class progress and complete and turn in assignments via this medium. COURSE OBJECTIVES: 1. Identify California’s geographic and demographic composition; 2. Trace the multi-cultural diversity of California; 3. Discuss California’s role in the creation of the modern United States; 4. Become familiar with how California has been depicted in mass media and popular culture; 5. Explore California’s identity as it relates to the American West, the Sunbelt, and the United States, and abroad; 6. Analyze economic and social change, cultural and intellectual movements, and the importance of science, technology and the military in California's development; 7. Outline California’s ecological history and importance; 8. Differentiate between myth and reality in California history; 9. Comprehend the principles of state and local government, as well as understand the relationship the federal government has had with the state; and 10. Evaluate current events relevant to California, connecting common ideas and problems from the present to past periods of California history. STUDENT LEARNING OUTCOMES: 1. Differentiate between varying interpretations of California history through readings and discussions. 2. Develop an understanding and knowledge of the details of California history. 3. Compare and contrast different cultures and societies in California history. 4. Utilize exercises designed to enhance reading and writing skills. ASSESSMENTS : include the following: 4 Exams 100 points each 400 points 1 Position Paper or Oral History Paper 100 points 100 points 36 Chapter Assignments 15 points per chapter 540 points 1040 points

http://www.paloverde.edu/


Computer Access is required to complete the majority of this course! (NA Distance Education Incarcerated Students.) Plan on logging onto “The Bridge” at least a few times a week. If you do not have internet availability at home, please use the College Library, Public Library or other access point. I post announcements from time to time updating you on any issues related to class. EXAMS: will be multiple choice questions approximately 5-6 or so from each chapter (50 total) Exams are timed (60 minutes) open book (no notes). You should not rely too heavily on the open book aspect as you will not have time to complete the exam. It should be used to verify or look up topics you may not be familiar with! Chapter assignments will vary and may include fill in the blank, true-false, matching, short answer etc. My grading scale is the “10 point system” %100-90=A, 89-80=B, 79-70=C, 69-60=D etc.. EXTRA CREDIT: There will no extra credit. There are adequate opportunities for assessing student performance throughout the semester. Late work is accepted at the discretion of the Instructor at a 10% point reduction. Instructor also reserves the right to adjust or amend the syllabus as necessary. You should have the following documents available: Course syllabus: (this document, all the particulars of this class) Anticipated Weekly Events: (what we are covering and when assignments are due) Position Paper Guide: (how to go about completing this project) Position Paper Topics: (potential items for you to write on) Oral History Paper: (how to go about completing this project) PAPERS: are explained via the above documents. You have your choice of submitting either a Position Paper or a Oral History Paper. If you are taking multiple courses from me the same semester, you can submit one Paper for the two classes, no need to complete the project again! (Unless of course you so desire!) If you are incarcerated, you may request research material from the PVC Library. Please fill out the request form (your proctor should have this) and allow as much time as possible for your request to be completed. PALO VERDE COLLEGE LIBRARY: There are many online sources/links/guides available online thru the following website: https://library.paloverde.edu/ You can also access this on the PVC homepage by clicking the “Library” box.

https://library.paloverde.edu/


OFFICE HOURS: Monday: Electronically via email/Bridge 8-9, Tuesday 930-1030, Wednesday 9-11and Thursday 7-8am. I can be available by appointment as well I am usually available much more often than I have listed above! My office at PVC is located in the CL building #131, 760-921-5413 [email protected] If at some future point you find the course does not suit your needs it is the student’s responsibility to drop the course! FINALLY…..Don’t get overwhelmed! Please do not hesitate to ask questions. There are no “dumb questions” only “unanswered ones”! I respond quickest to emails and phone calls and messages on “The Bridge”. Incarcerated students work is returned quarterly after each assignment due date “closes”. I would not wish to have anyone have an unfair advantage by potentially viewing other’s returned work. It is the responsibility of the student to ensure that assignments are completed on time, and that the grades posted are an accurate reflection of your work! If there is a discrepancy, please notify me so we can discover what the issue may be. If you have access to word processing, I suggest saving your work as a word 97-2003 document. Occasionally, work can be “misplaced” and a back up copy of your work surely comes in handy! ACADEMIC HONESTY: A college education is supposed to be challenging and requires hard work. Students must do their own work. Cheating, plagiarism and turning in work that you did not write will not be tolerated. Students suspected of cheating will be counseled and disciplinary action will be taken. Penalties for acts of academic dishonesty and student misconduct are severe and may include dismissal from the college. For a complete discussion of disciplinary procedures for academic dishonesty or other student misconduct, please refer to the current Catalog. WRITING AND RESEARCH: I have noticed a disturbing trend the past few years regarding many student’s attempts at answering essay questions and writing papers. What I am looking for from you on these types of assignments is YOUR interpretation, analysis, and thoughts on the subject. I am seeing more and more answers that have been “googled” or taken sentence by sentence from the textbook. College writing requires that you put information into your own words, use your critical thinking skills to develop critical writing skills, not show the ability to merely locate information and regurgitate it! Be careful about using other’s writing and claiming it as your own. This is plagiarism and can result in expulsion from the class. I know many students work together on assignments, but their work that is turned in should not be identical! Students are encouraged to direct themselves to the College’s Disabled Students’ Programs and Services (DSP&S) department if they believe they have a learning disability. I look forward to a productive semester, and I hope you enjoy the course!

SYLLABUS AND STUDY GUIDE FOR AST 110 ASTRONOMY BEYOND THE ...

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