20110228

Astronomy current events question: North American nebula young stars

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Whitney Clavin, "New View of Family Life in the North American Nebula," February 10, 2011
http://www.jpl.nasa.gov/news/news.cfm?release=2011-047
NASA's Spitzer Space Telescope was able to identify 2,000 previously unknown young stars in the North American nebula by:
(A) observing when they are eclipsed by their planets.
(B) triangulating regions of collapsing gas and dust.
(C) accidentally running out of liquid coolant.
(D) detecting their infrared glow.
(E) recovering back-up data from a software crash.

Correct answer: (D)

Student responses
Sections 30678, 30679, 30680
(A) : 1 student
(B) : 16 students
(C) : 0 students
(D) : 31 students
(E) : 0 students

Astronomy current events question: asteroid 2011 CQ1

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
John Matson, "Record-Setting 'Near Miss" of Earth Dramatically Shifted Tiny Asteroid's Orbit," February 10, 2011
http://www.scientificamerican.com/blog/post.cfm?id=record-setting-near-miss-of-earth-d-2011-02-10
The tiny 1-m size asteroid 2011 CQ1 passed by Earth earlier this month, and:
(A) its orbit around the sun shifted from outside Earth's to inside Earth's.
(B) was photographed by astronauts as it flew by International Space Station.
(C) will collide with the moon on its next nearest approach in 2014.
(D) briefly interrupted cell/wireless communications in Egypt.
(E) was captured by Earth's gravity, becoming its second "moon."

Correct answer: (A)

Student responses
Sections 30678, 30679, 30680
(A) : 34 students
(B) : 7 students
(C) : 3 students
(D) : 2 students
(E) : 2 students

Astronomy current events question: STEREO-A and STEREO-B

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Tony Phillips, "First Ever STEREO Images of the Entire Sun," February 6, 2011
http://www.nasa.gov/mission_pages/stereo/news/entire-sun.html
NASA's twin STEREO-A and STEREO-B probes have moved into their final orbital positions in order to:
(A) generate 3D images of solar flares.
(B) image the entire surface of the sun.
(C) listen for solar magnetic storms.
(D) detect extraterrestrial radio signals.
(E) relay signals from probes on the far side of the solar system.

Correct answer: (B)

Student responses
Sections 30678, 30679, 30680
(A) : 8 students
(B) : 33 students
(C) : 4 students
(D) : 1 student
(E) : 2 students

20110227

Education research: preliminary feedback on flashcards and online reading assignments (Cuesta College, Astronomy 210, Spring Semester 2011)

Cuesta College students taking Astronomy 210 (introductory astronomy) at Cuesta College, San Luis Obispo, CA use flashcards to engage in peer-interaction ("think-(pair)-share") discussion questions during lecture, and complete weekly online reading assignments (hosted by SurveyMonkey.com), where they answer questions based on reading their textbook, material covered in previous lectures, opinion questions, and/or asking (anonymous) questions or making (anonymous) comments.

Through the fifth week of instruction, students were given the opportunity to evaluate the instructional components of the course, and the use of flashcards and online reading assignments in an online "Learning Resource Survey" hosted by SurveyMonkey.com. Questions from section II are adapted from the Student Assessment of Learning Gains (SALG) survey (developed by Elaine Seymour, Wisconsin Center for Education Research, University of Wisconsin-Madison), and questions from section III (III.1, III.3, III.5, and III.7) were adapted from a "Clicker Attitude Survey" (N. W. Reay, Lei Bao, and Pengfei Li, Physics Education Research Group, Ohio State University).

These are the complete survey results. Analysis will be forthcoming after more data has been compiled from future semesters. Values for the mean and standard deviations are given next to the modal response category for each question. Note that the order of questions within sections II, III, and V were randomly scrambled for each student.
Learning Resource Survey
Cuesta College
Astronomy 210 Spring Semester 2011 sections 30674, 30676
(N = 56)

I. In order to receive credit for completing this survey,
first enter your first and last name below:
____


II. How much did each of the following aspects of the class help
your learning?

II.1 Lecture/slideshow presentations by instructor.
1. Strongly disagree 1 : *
2. Disagree 7 : *******
3. Neutral 5 : *****
4. Agree 20 : ********************
5. Strongly agree 23 : *********************** [4.0 +/- 1.1]

II.2 Working in groups on in-class activities.
1. Strongly disagree 2 : **
2. Disagree 2 : **
3. Neutral 12 : ************
4. Agree 26 : ************************** [3.9 +/- 1.0]
5. Strongly agree 14 : **************

II.3 Using flashcards to participate in class.
1. Strongly disagree 0 :
2. Disagree 2 : **
3. Neutral 9 : *********
4. Agree 28 : **************************** [4.1 +/- 0.8]
5. Strongly agree 17 : *****************

II.4 Reading the textbook.
1. Strongly disagree 2 : **
2. Disagree 5 : *****
3. Neutral 22 : ********************** [3.5 +/- 1.1]
4. Agree 14 : **************
5. Strongly agree 12 : ************

II.5 Interacting with other students during class.
1. Strongly disagree 1 : *
2. Disagree 3 : ***
3. Neutral 8 : ********
4. Agree 32 : ******************************** [3.9 +/- 0.9]
5. Strongly agree 12 : ************

II.6 Interacting with other students outside of class.
1. Strongly disagree 7 : *******
2. Disagree 9 : *********
3. Neutral 30 : ****************************** [2.8 +/- 1.3]
4. Agree 7 : *******
5. Strongly agree 3 : ***

II.7 Online reading assignments.
1. Strongly disagree 1 : *
2. Disagree 10 : **********
3. Neutral 19 : ******************* [3.4 +/- 1.0]
4. Agree 18 : ******************
5. Strongly agree 8 : ********

III. Answer the following statements which may or may not describe
your beliefs about the use of flashcards in this class.

III.1 I like using flashcards.
1. Strongly disagree 0 :
2. Disagree 3 : ***
3. Neutral 17 : *****************
4. Agree 24 : ************************ [3.8 +/- 0.8]
5. Strongly agree 12 : ************

III.2 Flashcards helped me understand lectures better.
1. Strongly disagree 0 :
2. Disagree 6 : ******
3. Neutral 14 : **************
4. Agree 26 : ************************** [3.7 +/- 0.9]
5. Strongly agree 10 : **********

III.3 I would recommend using flashcards in future semesters of this class.
1. Strongly disagree 0 :
2. Disagree 3 : ***
3. Neutral 11 : ***********
4. Agree 28 : **************************** [3.9 +/- 0.8]
5. Strongly agree 14 : **************

III.4 I will avoid other classes using flashcards in future semesters.
1. Strongly disagree 17 : *****************
2. Disagree 29 : ***************************** [1.9 +/- 2.3]
3. Neutral 8 : ********
4. Agree 1 : *
5. Strongly agree 0 :

III.5 Flashcards were a positive experience.
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 15 : ***************
4. Agree 26 : ************************** [3.9 +/- 0.8]
5. Strongly agree 14 : **************

III.6 Too much time in class was spent using flashcards.
1. Strongly disagree 14 : **************
2. Disagree 25 : ************************* [2.2 +/- 2.0]
3. Neutral 11 : ***********
4. Agree 6 : ******
5. Strongly agree 0 :

III.7 Too many flashcard questions were asked.
1. Strongly disagree 9 : *********
2. Disagree 25 : ************************* [2.3 +/- 1.4]
3. Neutral 17 : *****************
4. Agree 4 : ****
5. Strongly agree 0 :

III.8 Using flashcards was difficult.
1. Strongly disagree 19 : *******************
2. Disagree 23 : *********************** [2.0 +/- 2.6]
3. Neutral 11 : ***********
4. Agree 3 : ***
5. Strongly agree 0 :

IV. (Optional.) Please type in any comments you may have regarding
the use of flashcards in Astronomy 210.
The following are all of the student responses to this question, verbatim and unedited.
"I think the flash card were helpful to some degree but i understood it more when the question was gone over step by step to understand the question."

"I dont like having to explain my answer outloud, even if I have the right answer, so I always answer that I dont know. Maybe you should ask for volunteers to see who wants to explain their answer?"

"I like how the flashcards make us realize if we actually know the correct answer or not on our own. If we are called on, we better know why we were correct. That was helpful."

"I really love how you make the flashcards different colors, it adds excitement :)"

"It's nice because some of the questions that appear on the quizzes but it would help if we went over them as a class and not just picking on one person and moving on so quickly."

"I really like using flashcards. They make me apply what we just learned in the lecture."

"I really like the concept of using flashcars. It makes answering questions comfortable and productive."

"pleasant :)"

"No other comments. Explaining the flashcard questions for longer would be nice."

"Explaining which answer is correct and why more would help a lot."

"I like them."

"None"

"The way some questions are worded brings confusion."

"They are great! As long as you ask somebody why they picked an answer, please keep the 'I'm lost, and don't know how to answer this.' Also they are much cheaper to produce and procure than electronic 'clickers.'"

"No comments."

"keep using the flashcards they really help"

"They are good, we just need to get the correct answers after so that we can write them down to study for the quizes."

"I like the process. useful learning technique"

"Trying to get a feel for the class..i dig it."

"Flash cards are legit"

"They make you think about what you just learned. I think it helps."

"they make it entertaining"

"I like them"

"Help us and you known if it is really making sense. A lot of teachers just say the info and if we dunno it we just dunno and have to go and ask .. You find out right away if its not making any sense."

"The flashcards are fine, but I need a few more examples done in class in which we are walked though the question step by step. Typically, he gives us one example and then we are just on our own. I need more examples please..... Also, when we are doing flashcards, we never know what the REAL correct answer is. He will call on a student to explain their answer, but he never says, 'YES the correct answer is C,' or 'does that make sense, B everyone??'. I feel like I am so frustrated during flashcard questions and I am always the one person yelling out... 'wait, what is the real answer??' Honestly, I could do without the flashcard questions.... I'd prefer him walking us step by step through it more."

"I don't like folding papers."

"if this is in reference to the a b c d e f g h papers we flip to answer questions i think they are one of the best approaches to lecture I've ever been a part of in school. It works reat to see how well you remembered something and i think it gives the professor a very good idea of how efficient his lecture was."

"I really enjoy the flashcards. They are very helpful. However ,I wish we had more time and went into depth when we achieve the answer. Sometimes, Im not to sure of how we got the answer."

"They are beneficial but not knowing the correct answers makes them a semi-painful experience"

"Flashcards arent as useful or fun as the clickers are. Its really nice having all of that feedback on the screen as to what % of the class answered for each different option."

"I think you should include an option on the flashcard choices that states 'I think I know the answer but I don't want to explain it in front of the class' Many times that seems to be my answer and I hate having to chose 'I'm lost and don't know how to answer this question'"

"Good tool to use to review the material."

"I like them. Super helpful."


V. Answer the following statements which may or may not describe 
your beliefs about the use of the online reading assignments in this class.

V.1 I like working on the online reading assignments.
1. Strongly disagree 0 :
2. Disagree 4 : *******
3. Neutral 28 : ******************
4. Agree 20 : *************************** [3.4 +/- 0.7]
5. Strongly agree 4 : **********

V.2 Online reading assignments helped me understand lectures better.
1. Strongly disagree 1 : *
2. Disagree 5 : **************
3. Neutral 24 : *****************
4. Agree 21 : ********************** [3.4 +/- 0.8]
5. Strongly agree 5 : *******

V.3 I would recommend using online reading assignments in future semesters of this class.
1. Strongly disagree 0 :
2. Disagree 3 : ****
3. Neutral 14 : ************
4. Agree 32 : ********************************** [3.8 +/- 0.7]
5. Strongly agree 7 : ***********

V.4 I will avoid other classes using online reading assignments in future semesters.
1. Strongly disagree 9 : *********************
2. Disagree 34 : ***************************** [2.1 +/- 1.4]
3. Neutral 10 : **********
4. Agree 3 : **
5. Strongly agree 0 :

V.5 Online reading assignments were a positive experience.
1. Strongly disagree 0 :
2. Disagree 4 : *
3. Neutral 17 : *************
4. Agree 30 : *************************************** [3.6 +/- 0.7]
5. Strongly agree 5 : *********

V.6 Too much time outside of class was spent working on online reading assignments.
1. Strongly disagree 17 : ******************
2. Disagree 24 : ************************************ [2.0 +/- 2.4]
3. Neutral 12 : ******
4. Agree 3 : *
5. Strongly agree 0 :

V.7 Too many online reading assignment questions were asked.
1. Strongly disagree 10 : *******************
2. Disagree 32 : ********************************** [2.1 +/- 1.5]
3. Neutral 11 : *******
4. Agree 3 : **
5. Strongly agree 0 :

V.8 Completing the online reading assignments was difficult.
1. Strongly disagree 15 : *************************** [2.1 +/- 2.1]
2. Disagree 25 : **********************
3. Neutral 11 : **********
4. Agree 5 : ***
5. Strongly agree 0 :

VI. (Optional.) Please type in any comments you may have regarding
the online reading assignments in Astronomy 210.
The following are all of the student responses to this question, verbatim and unedited.
"----"

"I like the fact that all of the homework so far is online, that is really nice! And I really like that you just have to submit it and then not have to fill anything out and hand it in!
I like em."

"They're very simple and are right out of the lectures and book"

"the online reading assignments weren't that bad to do and they do help. its also nice to have those random questions like the miso soup one."

"i just find it very hard to find the answers in the text."

"I like the online reading assignments. I like that they are credit/no credit because they are not as much pressure which allows you to answer honestly and not worry about getting marked down for getting a question wrong."

"Sometimes the reading assignments are extremely simple, and other times the assignments are more difficult."

"I like and find them helpful!"

"Online reading assignments are helpful, and I feel that they are easy points to receive."

"I don't like reading ha ha."

"None"

"Again the way some questions are worded brings confusion."

"I answered 'disagree' instead of 'strongly disagree' on the second question- 'I will avoid other classed using online reading assignments in future semesters' only because not all other teachers will give credit just for picking answers, even if they are wrong."

"No comments."

"i still have no leads on that lost book of mine"

"I feel like you need to give us more information to write down in your lectures rather than having just pictures and demonstrations, although those are great too"

"I like the way you segment the class and break up lectures. Makes learning the information more interesting and fun."

"Since I only have class once a week the reading assignments help keep things fresh in my mind.
not bad"

"It helps get points:)"

"It helps you see what's going to be talked about prior to the class and makes you read what's going to be going on."

"i dont read nearly as mch as i should but if i did, i see how the online assignments are beneficial"

"The online reading assignments are alright. I would honestly prefer to fill out a worksheet or packet for class as homework, but that's just my opinion. The website is really annoying to use because you have to push "ignore warning" every single time you press a button or are advancing to a new page. The website was really hard to understand at first too.... but I guess I have the hang of it now."

"They were not too bad."

"The way our homework is set up is really nice because it makes it simple. Being that most of us are on a pc most of the time anyway, online homework assignments seem like the most logical choice."

"I really like the online assignments. They are relaxed and we get points for completion!"

"They give us a taste of information to come which makes it seem familiar when taught in class"

"I like the online reading assignments because it helps with a preview of the lectures, guarantees you read the book and also gives you easy points while you learn."

"Neutral on them. Im glad they arent graded based on the right answer"

"I like the idea of being able to ask a question at the end; however the better questions that relate to the subject at hand don't ever seem to get an answer. Everyone just giggles at the drunk person who wrote they had too much tequila, seems like a waste of time."

"I answer them without reading the material. Free points."

20110226

Central Coast Astronomical Society meeting: "The Moon and Mercury, the First Billion Years"

1110224-1220343
http://www.flickr.com/photos/waiferx/5480919190/
Originally uploaded by Waifer X

California Polytechnic State University Physics Department professor Dr. John Keller gives a presentation on "The Moon and Mercury: The First Billion Years" at a monthly Central Coast Astronomical Society meeting held the United Methodist Church Wesley Building, San Luis Obispo, CA. Video by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.
"Every time something smashes into something, there's less stuff around that can smash into something."
--John Keller, California Polytechnic State University Physics Department

110224-1220347
http://www.flickr.com/photos/waiferx/5480922318/
Originally uploaded by Waifer X

Lunar rock sample replicas on display at a monthly Central Coast Astronomical Society meeting held the United Methodist Church Wesley Building, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Cuesta College Bowen Observatory open house

110209-1220288-r
http://www.flickr.com/photos/waiferx/5445986711/
Originally uploaded by Waifer X

Waxing gibbous moon, photographed with a Panasonic Lumix LX-8 held up to a 40 mm eyepiece of a 14" Meade reflector, Bowen Observatory, Cuesta College, San Luis Obispo, CA. Photo by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

Physics quiz question: wrong-way telescope

Physics 205B Quiz 2, spring semester 2011
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Comprehensive Problem 24.71.

A telescope has an objective lens and an eyepiece with focal lengths of +155 cm and +2.0 cm, respectively. If a Physics 205B student looks through this telescope the wrong way (that is, with the eye placed at the objective), the angular magnification would be:
(A) –13.
(B) –0.49.
(C) –0.013.
(D) –0.0065.

Correct answer (highlight to unhide): (C)

When looking through the telescope the right way, the angular magnification will be given by:

M = –fo/fe,

where fo should be the longer focal length of the two lenses used in a proper telescope, such that:

M = –(+155 cm)/(+2.0 cm) = –78.

Looking through this telescope the wrong way would be the effectively switching the roles of the objective and eyepiece lens, resulting in the inverse of this magnification, which would be:

M = –(+2.0 cm)/(+155 cm) = –0.013.

Response (A) is using the microscope angular magnification equation –(LfeN)/(fo·fe) (where L = fo + fe, as with telescopes); response (B) is 1/fe – 1/fo; response (C) is 1/(fofe).

Student responses
Section 30822
(A) : 1 student
(B) : 0 students
(C) : 7 students
(D) : 0 students

Success level: 88%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.33

20110225

Physics quiz question: real vs. virtual object for second lens

Physics 205B Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Figure 24.2.

An object is placed 24.0 cm to the left of a converging lens with focal length +8.0 cm. What is the minimum separation distance between this first lens and a second diverging lens with focal length –4.0 cm such that the intermediate image from the first lens will not be a virtual object for the second lens?
(A) 8 cm.
(B) 12 cm.
(C) 20 cm.
(D) 16 cm.

Correct answer: (B)

For the first lens with focal length f_1 = +8.0 cm, the object distance is p_1 = 24.0 cm, such that from the thin lens equation, q_1 = +12 cm, meaning that the first lens produces a real image 12 cm to the right (behind) it. For this intermediate real image to be considered a real object by the second lens, it must be located to the left (in front) of the second lens. Thus the second lens must be located at a minimum of 12 cm to the right (behind) the first lens.

Student responses
Section 30822
(A) : 1 student
(B) : 2 students
(C) : 2 students
(D) : 3 students

Success level: 25%
Discrimination index (Aubrecht & Aubrecht, 1983): 0

20110224

Physics quiz archive: lenses, optical instruments

Physics 205B Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Section 30882, version 1

Section 30882 results
 0- 6 : 
7-12 :
13-18 : * [low = 16]
19-24 : *** [mean = 23.8 +/- 3.8]
25-30 : **** [high = 27]

20110223

Astronomy quiz archive: eclipses/history of astronomy

Astronomy 210 Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Section 30674, version 1

Section 30674
Quiz 2 opinion
Very difficult: *****
Difficult: **********
Neutral: **********
Easy: *****
Very easy: *

Quiz 2 results (max score = 40):
0- 8.0 : * [low = 8.0]
8.5-16.0 : ****
16.5-24.0 : ****************
24.5-32.0 : ********* [mean = 25.7 +/- 8.3]
32.5-40.0 : ************ [high = 40.0]


Section 30676, version 1

Section 30676
Quiz 2 opinion
Very difficult: ****
Difficult: *********************
Neutral: ***********
Easy: **
Very easy: (0)

Quiz 2 results (max score = 40):
0- 8.0 : ** [low = 0.5]
8.5-16.0 : ************
16.5-24.0 : ******************** [mean = 20.2 +/- 7.9]
24.5-32.0 : *********
32.5-40.0 : **** [high = 36.5]

20110222

Astronomy quiz question: finding Jupiter

Astronomy 210 Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Consider Earth, Mercury and Venus in their orbits as shown in the diagram below. (This drawing is not to scale, and orbits have been simplified as circles instead of ellipses.)


The position of Jupiter in the San Luis Obispo, CA sky at sunrise (6:00 AM) will be:
(A) low over the east horizon.
(B) somewhere high up in the sky.
(C) low over the west horizon.
(D) (None of the above choices, as Jupiter would not be visible in the San Luis Obispo, CA sky at that time.)

Correct answer: (B)

At sunset and at midnight, Jupiter would be below those observers' local horizon, and would not be visible anywhere in the sky at those times. At sunrise, Jupiter would be high above that observer's local horizon.

Section 30676
(A) : 13 students
(B) : 21 students
(C) : 6 students
(D) : 6 students
(No response: 1 student)

"Success level": 47% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.54

20110221

Astronomy quiz question: cause of lunar eclipses

Astronomy 210 Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

What causes a lunar eclipse?
(A) The slow, gradual rotation of the moon about its own axis.
(B) Earth blocks light from the sun, casting a shadow on the moon.
(C) The moon blocks light from the sun, casting a shadow on Earth.
(D) Different amounts of the day and night sides of the moon as seen from Earth.

Correct answer: (B)

During a lunar eclipse, the moon is in Earth's shadow, on the opposite side of Earth than the sun.

Section 30676
(A) : 2 students
(B) : 32 students
(C) : 13 students
(D) : 0 students

"Success level": 70% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.38

20110220

Astronomy quiz question: finding Mercury

Astronomy 210 Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Consider Earth, Mercury and Venus in their orbits as shown in the diagram below. (This drawing is not to scale, and orbits have been simplified as circles instead of ellipses.)


The position of Mercury in the San Luis Obispo, CA sky at sunrise (6:00 AM) will be:
(A) low over the east horizon.
(B) somewhere high up in the sky.
(C) low over the west horizon.
(D) (None of the above choices, as Mercury would not be visible in the San Luis Obispo, CA sky at that time.)

Correct answer: (A)

At sunset and at midnight, Mercury would be below those observers' local horizon, and would not be visible anywhere in the sky at those times. At sunrise, Mercury would be above that observer's local horizon and would appear close to the rising sun, just above it in the eastern horizon.

Section 30674
(A) : 17 students
(B) : 8 students
(C) : 14 students
(D) : 3 students

"Success level": 44% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.48

20110219

Astronomy quiz question: astronomy as analytical science

Astronomy 210 Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Newton's laws remade astronomy into an analytical science because these laws:
(A) predict exactly how a body will move if the forces on it are known.
(B) describe the motion of the planets without explaining why it occurs.
(C) deduced truth about the universe by reasoning from first principles.
(D) hold that objects move because of their innate tendencies.

Correct answer: (A)

Response (B) describes Kepler's empirical laws; response (C) was Aristotle's natural philosophy approach, of which response (D) was an example.

Section 30674
(A) : 29 students
(B) : 5 students
(C) : 5 students
(D) : 3 students

"Success level": 71% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.50

Section 30676
(A) : 26 students
(B) : 8 students
(C) : 11 students
(D) : 2 students

"Success level": 58% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.46

20110218

Astronomy quiz question: cause of solar eclipses

Astronomy 210 Quiz 2, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

What causes a solar eclipse?
(A) The slow, gradual rotation of the moon about its own axis.
(B) Earth blocks light from the sun, casting a shadow on the moon.
(C) The moon blocks light from the sun, casting a shadow on Earth.
(D) Different amounts of the day and night sides of the moon as seen from Earth.

Correct answer: (C)

During a solar eclipse, the moon is between the sun and Earth, blocking Earth's view of the sun.

Section 30674
(A) : 1 student
(B) : 6 students
(C) : 35 students
(D) : 0 students

"Success level": 84% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.50

20110217

Backwards faded scaffolding laboratory/presentation: cycles of the sky

Astronomy 210L, spring semester 2011
Cuesta College, San Luis Obispo, CA

If you have the chance to stay up at night outside long enough, say, during camping or a star party (or a camping star party!), you'll start to notice how the constellations seem to change their positions in the night sky. Keep watching the night sky long enough, often enough, and you'll definitely start noticing certain things happening.

So don't dismiss astrology out of hand--the early astrologers were in some sense the first scientists, recording data and looking for patterns. How their interpretation of this data holds up today is an entirely different, and for some people, a personal matter, but let's consider a particular pattern these astrologers noticed about the positions and motions of the sun and the constellations.

(This is the fourth Astronomy 210L laboratory at Cuesta College, San Luis Obispo, CA. This course is a one-semester, optional adjunct laboratory to the Astronomy 210 introductory astronomy lecture, taken primarily by students to satisfy their general education science transfer requirement.)


Consider the zodiac, which are the (modern) constellations that lie along the ecliptic--the path of the sun (and for the most part, planets as well) across the celestial sphere.

This is a time-lapse of the sun at noon, over the course of a year. You can't see the stars during the day, much less the lines connecting them, unless you've been smoking something--or are very good at astronomy. But if you could, you'd notice that the sun will align with certain zodiac constellations at different times of the year. For astrologers, which zodiac constellation the sun happened to be in the day you were born is a big deal--for that constellation is your "sun-sign." (Also which zodiac constellations each of the planets were in when you were born, and where they are today would also be significant, too.)

If you were born at this time of the year, then presumably you'd be a Virgo.

And if you were born during this time of the year, where the sun is in Ophiuchus (nearly rhymes with "coffee mucus"--what's up with that?), then apparently you'd be an Ophiuchan--just like Taylor Swift (although many astrologers do not consider Ophiuchus a "proper" zodiac constellation).

After your group has finished exploring patterns of sun and star motion using the Heavens-above.com website, then as in last week's laboratory, formulate a specific, answerable research question, and answer it using Heavens-above.com.

Get your research question on your group's whiteboard approved by your instructor first--so you don't wind up doing unproductive work on inappropriate research questions--before starting on the procedure, data, and conclusion.

Starting this week, each of your groups will begin getting into the practice of presenting your completed whiteboard research posters.

Due to the collaborative nature of your research question, this should be done together as a group.

Divide up the presentation into four parts (research question, procedure, data, conclusion)--at least one for each student in your group, who should also be "experts" on their section in order to answer questions and make clarifications as needed. And don't sweat it, this week your presentation will only in front of the instructor; next week's laboratory you will formulate new research questions and make presentations in front of the entire class.

So while astrology is where your destiny is determined by the positions and motions of the sun and planets with respect to the stars...

Hopefully after last week's and this week's laboratory, you'll at least understand these motions, and in a way become masters of your destinies.

References:

20110216

Astronomy current events question: Gemini South telescope laser guide stars

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Kelly Beatty, "Gemini Telescope's 'Bad-Seeing Blaster'," February 1, 2011
http://www.skyandtelescope.com/news/115050854.html
The Gemini South telescope in Chile tested a laser to create a five-star pattern in the sky in order to:
(A) clear out water vapor in the atmosphere.
(B) create artificial guide stars for adaptive optics.
(C) warn nearby aircraft during observations.
(D) vaporize incoming micrometeorites.
(E) disrupt raincloud formation.

Correct answer: (D)

Student responses
Sections 30678, 30679, 30680
(A) : 8 students
(B) : 4 students
(C) : 6 students
(D) : 32 students
(E) : 3 students

20110215

Astronomy current events question: Jupiter's 2009 dark spot

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Astronomy.com editors, "Jupiter Scar Likely from Rocky Body," January 27, 2011
http://astronomy.com/News-Observing/News/2011/01/Jupiter%20scar%20likely%20from%20rocky%20body.aspx
Scientists have used evidence from __________ to determine that a dark spot that suddenly appeared on Jupiter in 2009 was due to an asteroid impact.
(A) tracking missing and disappeared asteroids.
(B) nearby asteroid mineral samples.
(C) electrical and magnetic discharges.
(D) several infrared telescope observations.
(E) the Stardust-NExT spacecraft.

Correct answer: (D)

Student responses
Sections 30678, 30679, 30680
(A) : 8 students
(B) : 4 students
(C) : 6 students
(D) : 32 students
(E) : 3 students

20110214

Astronomy current events question: Kepler-11 planetary system

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Michael Mewhinney, Rachel Hoover, and Trent J. Perrotto, "NASA's Kepler Spacecraft Discovers Extraordinary New Planetary System," February 2, 2011
http://www.nasa.gov/mission_pages/kepler/news/new_planetary_system.html
NASA's Kepler Spacecraft recently made the remarkable discovery that the sun-like star Kepler-11:
(A) is about to undergo a supernova explosion.
(B) can be considered an identical twin star to our sun.
(C) will be on a collision course with our sun.
(D) is actually a binary star system.
(E) has as many as six planets orbiting very close to it.

Correct answer: (E)

Student responses
Sections 30678, 30679, 30680
(A) : 1 student
(B) : 3 students
(C) : 0 students
(D) : 6 students
(E) : 45 students

20110213

Overheard: prograde/retrograde/diurnal planetary motion

Astronomy 210, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

(Overheard after a whole-class discussion following an in-class activity ("lecture-tutorial") on the relative motions of prograde/retrograde motions of planets with respect to the background stars, and motions of planets across the celestial sphere in a single night.)

Student (realizing that prograde/retrograde motion of planets is much slower than their diurnal motion over a single night after instructor's class-wide explanation): "I don't know if it's because I'm a genius or if you're just a good explainer, but I totally get it now."

(Beat.)

Instructor: "I'm willing to split the difference."

Student: "Fair enough."

20110212

Backwards faded scaffolding laboratory/presentation: student research question presentations

110207-1220239/37/36
http://www.flickr.com/photos/waiferx/5428637944/
Originally uploaded by Waifer X

Student group presentations of backwards faded scaffolding (Tim Slater, Stephanie Slater, Daniel J. Lyons, Engaging in Astronomical Inquiry, W.H. Freeman & Company, New York, 2010) research questions on whiteboards. Astronomy 210L laboratory, Cuesta College, San Luis Obispo, CA. Video by Cuesta College Physical Sciences Division instructor Dr. Patrick M. Len.

20110210

Physics quiz question: wavelength from air into amber

Physics 205B Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Problem 22.19(a).

Green laser light of wavelength 532 nm in air passes into amber (index of refraction 1.546). What is the wavelength of the light inside the amber?
(A) 290 nm.
(B) 344 nm.
(C) 532 nm.
(D) 822 nm.

Correct answer: (B)

The frequency of light is the same in either medium, where n_1 = n_air = 1.000, and n_2 = n_amber = 1.546 such that:

f_ 1 = f_2,

v_1/lambda_1 = v_2/lambda_2,

lambda_2 = lambda_1*(v_2/v_1) = lambda_1*((c/n_2)/(c/n_1)) = lambda_1*(n_1/n_2) = (532 nm)*(1.000/1.546) = 344 nm.

Response (A) = (n_air - n_amber)*lambda_air; response (D) is lambda_air*n_amber.

Student responses
Section 70856
(A) : 0 students
(B) : 5 students
(C) : 3 students
(D) : 0 students

Success level: 63%
Discrimination index (Aubrecht & Aubrecht, 1983): 1.

20110209

Physics quiz question: unpolarized light through two polarizers

Physics 205B Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Problem 22.45.

Unpolarized light is incident on two sets of ideal polarizers.


Which set of ideal polarizers have more light transmitted through it?
(A) Set 1.
(B) Set 2.
(C) (Both sets will have the same non-zero amount of light transmitted through them.)
(D) (Both sets will have no light transmitted through them.)

Correct answer: (A)

The fraction of incident unpolarized light passing through the first polarizer in set 1 is 0.5, of which the fraction of vertically polarized light that passes through the second polarizer is (cos(15°))^2 = 0.933, such that light that passes through set 1 is 0.5*0.933 = 0.47.

For set 2, The fraction of incident unpolarized light passing through the first polarizer is 0.5, of which the fraction of horizontally polarized light that passes through the second polarizer is (cos(75°))^2 = 0.0670, such that light that passes through set 1 is 0.5*0.0670 = 0.034.

Student responses
Section 30822
(A) : 4 students
(B) : 0 students
(C) : 4 students
(D) : 0 students

Success level: 50%
Discrimination index (Aubrecht & Aubrecht, 1983): 0.33

20110208

Physics quiz archive: electromagnetic waves, reflection/refraction

Physics 205B Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Section 30882, version 1

Section 30882 results
 0- 6 : 
7-12 :
13-18 : *** [low = 15]
19-24 : ** [mean = 22.9 +/- 5.3]
25-30 : *** [high = 30]

20110207

Astronomy current events question: Betelgeuse bubble

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
The Canadian Press, "Betelgeuse Close-up Reveals Dying Star," July 30, 2009
http://www.cbc.ca/technology/story/2009/07/30/betelgeuse-dying-telescope-star.html
The Very Large Telescope in Chile recently observed __________ the star Betelgeuse.
(A) a terrestrial planet with oceans orbiting.
(B) gas plumes and a bubble emerging from.
(C) dark matter being drawn in towards.
(D) the start of the gravitational collapse of.
(E) a companion black hole orbiting.

Correct answer: (B)

Student responses
Sections 30678, 30679, 30680
(A) : 3 students
(B) : 36 students
(C) : 3 students
(D) : 14 students
(E) : 3 students

Astronomy current events question: Gliese 581g eyeball?

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Rachel Courtland, "Is First Life-Friendly Exoplanet an 'Eyeball'?," January 13, 2011
http://www.newscientist.com/article/mg20927953.700-is-first-lifefriendly-exoplanet-an-eyeball.html
According to a University of Chicago researcher, the recently discovered exoplanet Gleise 581g may resemble an eyeball because:
(A) of its extremely dense, collapsed core.
(B) ice on the side facing its star would melt.
(C) its optical properties would focus light.
(D) its lopsided core protrudes above its surface.
(E) of a large impact crater centered on its north pole.

Correct answer: (B)

Student responses
Sections 30678, 30679, 30680
(A) : 12 students
(B) : 35 students
(C) : 5 students
(D) : 2 students
(E) : 4 students

Astronomy current events question: Stardust-NExT flyby of Tempel 1 comet

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Students are assigned to read online articles on current astronomy events, and take a short current events quiz during the first 10 minutes of lab. (This motivates students to show up promptly to lab, as the time cut-off for the quiz is strictly enforced!)
Astronomy.com editors, "Stardust-NExT Spacecraft Prepares for Valentine's Day Comet Rendezvous," January 20, 2011
http://astronomy.com/en/News-Observing/News/2011/01/Stardust-NExT%20spacecraft%20prepares%20for%20Valentines%20Day%20comet%20rendezvous.aspx
NASA's Stardust-NExT spacecraft will pass by comet Tempel 1 in a few weeks, in an attempt to:
(A) pick up speed to escape from the solar system.
(B) detect the presence of organic chemicals.
(C) observe an impact crater created by an earlier space mission.
(D) plant demolition charges to make seismic measurements.
(E) nudge the comet away from a future collision with Earth.

Correct answer: (C)

Student responses
Sections 30678, 30679, 30680
(A) : 1 student
(B) : 27 students
(C) : 27 students
(D) : 2 students
(E) : 0 students

20110206

Overheard: Febtober

Astronomy 210L, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

(Overheard during a backwards faded scaffolding introductory astronomy laboratory on the motions of the sun on January 31, 2011.)

Student 1: "Could you take a look at our computer? It [the Heavens-above.com Astronomy > Whole sky chart webpage] is giving us error messages."

Instructor: "What's going on?"

Student 2: "If we put in today's date, we get the star map to load. [Inputs 01 31 2011; star map loads.] If we put in two months from now, we also get that star map to load. [Inputs 03 31 2011; star map loads.] But when we go back to just one month from now, we get an error message. [Inputs 02 31 2011; error message comes up.]"

Instructor: "There's your problem right there."

(Beat.)

Instructor: "How many days does February have?"

(Beat.)

Student 1: "What?"

(Beat.)

Student 2: "Oh."

Esprit d'escalier:
Instructor (using best Sean Connery voice): "Since next month has 31 days, it must be...Febtober."

Student 2: "Then would Jantember be when this month has only 30 days?"

Astronomy quiz question: moon phase timing

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Approximately how many different moon phases can be observed in a 24 hour period?
(A) Only one.
(B) Two.
(C) Four.
(D) Eight (all of them).

Correct answer: (A)

It takes approximately four weeks for the moon to go through all eight phases, or two phases per week, or a different phase every few days. This means that only one of the distinct eight phases of the moon will be observed in the same day.

Section 30676
(A) : 41 students
(B) : 3 students
(C) : 2 students
(D) : 3 students
(No response : 1 student)

"Success level": 83% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.25

20110205

Astronomy quiz question: low clockwise arc stars

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

An observer in San Luis Obispo, CA notices over several hours that stars are making low clockwise arcs across the sky as they rise and set. Which horizon is this observer facing?
(A) North.
(B) East.
(C) South.
(D) West.

Correct answer: (C)

In San Luis Obispo, CA, an observer facing east or west would see stars rising or setting, respectively. An observer facing north would see stars making stars counterclockwise circles around the north celestial pole.

Section 30676
(A) : 16 students
(B) : 7 students
(C) : 24 students
(D) : 2 students
(No response : 1 student)

"Success level": 52% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.80

20110204

Astronomy quiz archive: stars/sun/seasons/moon phases

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Section 30674, version 1

Section 30674
Quiz 1 opinion
Very difficult: *****
Difficult: ***********
Neutral: ****************
Easy: ****
Very easy: *

Quiz 1 results (max score = 40):
0- 8.0 : ** [low = 7.5]
8.5-16.0 : ****
16.5-24.0 : ***************** [mean = 23.7 +/- 7.8]
24.5-32.0 : ***********
32.5-40.0 : ******** [high = 40.0]


Section 30676, version 1

Section 30676
Quiz 1 opinion
Very difficult: ****
Difficult: ****************
Neutral: *************
Easy: ****
Very easy: (0)

Quiz 1 results (max score = 40): 0- 8.0 :
8.5-16.0 : ****** [low = 10.5]
16.5-24.0 : ****************
24.5-32.0 : ******************** [mean = 24.4 +/- 6.9]
32.5-40.0 : ******** [high = 36.5]

Astronomy quiz question: San Luis Obispo, CA equinox

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

On a certain day an observer in San Luis Obispo, CA notices that there are 12 hours between sunrise and sunset. How soon after this date will there be 12 hours between sunrise and sunset?
(A) One month.
(B) Three months.
(C) Six months.
(D) Nine months.
(E) Twelve months.

Correct answer: (C)

12 hours between sunrise and sunset occurs on an equinox, either in March (vernal) or September (autumnal). The time between any type of equinox ("how soon after this date") is six months.

Section 30674
(A) : 5 students
(B) : 5 students
(C) : 25 students
(D) : 1 student
(E) : 6 students

"Success level": 62% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.69

Section 30676
(A) : 3 students
(B) : 3 students
(C) : 34 students
(D) : 0 students
(E) : 10 students

"Success level": 71% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.42

20110203

Astronomy quiz question: San Luis Obispo, CA circumpolar stars

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Where would an observer in San Luis Obispo, CA look to see circumpolar stars in the night sky?
(A) Between the north horizon and the zenith.
(B) Just above the east horizon or west horizon.
(C) Between the south horizon and the zenith.
(D) (None of the above choices, as there are no circumpolar stars visible in San Luis Obispo, CA.)

Correct answer: (A)

San Luis Obispo, CA is in the northern hemisphere, so the celestial north pole and the nearby stars that are circumpolar in their diurnal motion about the celestial north pole will lie somewhere on the meridian between the north horizon and zenith. (At the north pole, the celestial north pole will be at the zenith; while at a location in the southern hemisphere, the celestial north pole will lie somewhere on the meridian between the south horizon and the zenith. Response (B) cannot be true anywhere on Earth, as these stars would eventually fall below the horizon sometime during the day.)

Section 30674
(A) : 23 students
(B) : 8 students
(C) : 6 students
(D) : 4 students
(No response: 1 student)

"Success level": 58% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.61

20110202

Astronomy quiz question: Earth's revolution

Astronomy 210 Quiz 1, Spring Semester 2011
Cuesta College, San Luis Obispo, CA

Earth's revolution causes __________, as seen by an observer in San Luis Obispo, CA.
(A) circumpolar stars to orbit the celestial north pole.
(B) different phases of the moon.
(C) the sun to appear in front of different zodiac constellations.
(D) the celestial north pole to wander around relative to the stars.

Correct answer: (C)

Earth's revolution around the sun takes one year, and will cause the sun to align with different zodiac constellations during different times of the year. Response (A) is caused by Earth's rotation; response (B) is caused by the moon's revolution around Earth; response (D) is caused by Earth's precession.

Section 30674
(A) : 7 students
(B) : 8 students
(C) : 24 students
(D) : 2 students
(No response: 1 student)

"Success level": 60% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.53