Quiz 7 results (max score = 40):
0- 8.0 : * [low = 8.0]
8.5-16.0 : ***********
16.5-24.0 : ************** [mean = 21.4 +/- 7.7]
24.5-32.0 : *********
32.5-40.0 : **** [high = 40.0]
Quiz 7 results (max score = 40):
0- 8.0 : ** [low = 6.5]
8.5-16.0 : **********
16.5-24.0 : ************ [mean = 20.5 +/- 8.4]
24.5-32.0 : ********
32.5-40.0 : **** [high = 40.0]
Consider two samples with differing amounts of radioactive elements, embedded gaseous daughter elements, and inert material (which is not involved in the decay process). Which sample is older, as determined by radioactive dating?Cuesta College
Student Learning Outcomes for Astronomy 210L (SLO-Astr210L)
Astronomy 210 Spring 2011 sections 30678, 30679, 30680, 30682
The questions below are designed to characterize your achievement of each of the
learning outcomes by filling in a bubble on the rating scale provided to the
right of each statement. Mark the level of achievement that best describes your
learning at the completion of the course.
1. Keeping abreast of present-day discoveries and developments in astronomy
(current events).
(Achieved: 66%, unachieved: 34%)
1. Not at all 1 : *
2. Slightly 1 : *
3. Somewhat 22 : **********************
4. Fairly well 27 : *************************** [3.9 +/- 0.9]
5. Very well 20 : ********************
2. Developing scientific evidence-based research questions.
(Achieved: 82%; unachieved: 12%)
1. Not at all 4 : ****
2. Slightly 9 : *********
3. Somewhat 37 : ************************************* [4.1 +/- 0.8]
4. Fairly well 21 : *********************
5. Very well 18 : ******************
3. Developing procedures to gather evidence in order to answer research
questions.
(Achieved: 87%, unachieved: 13%)
1. Not at all 0 :
2. Slightly 3 : ***
3. Somewhat 6 : ******
4. Fairly well 36 : ************************************ [4.2 +/- 0.8]
5. Very well 25 : *************************
4. Making appropriate evidence-supported conclusions.
(Achieved: 92%, unachieved: 8%)
1. Not at all 0 :
2. Slightly 1 : *
3. Somewhat 5 : *****
4. Fairly well 38 : ************************************** [4.3 +/- 0.7]
5. Very well 27 : ***************************
5. Explaining research findings in a report, poster, or presentation.
(Achieved: 90%, unachieved: 10%)
1. Not at all 0 :
2. Slightly 0 :
3. Somewhat 7 : *******
4. Fairly well 30 : ******************************
5. Very well 33 : ********************************* [4.4 +/- 0.7]
6. Evaluating evidence to determine whether or not it appropriately answers a
research question.
(Achieved: 94%, unachieved: 6%)
1. Not at all 0 :
2. Slightly 1 : *
3. Somewhat 3 : ***
4. Fairly well 38 : ************************************** [4.3 +/- 0.6]
5. Very well 29 : *****************************
Trent J. Perrotto "ASA's Gravity Probe B Confirms Two Einstein Space-Time Theories," May 4, 2011NASA's Gravity Probe B spacecraft confirmed general theory of relativity predictions by:
http://www.nasa.gov/mission_pages/gpb/gpb_results.html
Jia-Rui C. Cook, Dwayne C. Brown, "Dawn Reaches Milestone Approaching Asteroid Vesta," May 3, 2011This July, NASA's Dawn spacecraft will fly by:
http://www.nasa.gov/mission_pages/dawn/news/dawn20110503.html
Don Yeomans, Lance Benner and Jon Giorgini, "Asteroid 2005 YU55 to Approach Earth on November 8, 2011," March 10, 2011When asteroid 2005 YU55 makes it closest approach to Earth this November, it will:
http://neo.jpl.nasa.gov/news/news171.html
20110505845
A positive charge moves near two identical bar magnets such that the magnetic force on it is to the right (in the +x direction). Determine (a) the direction of the magnetic field at the location of the charge, and (b) the direction of the velocity of the charge. Show your work and explain your reasoning. 
An ideal 12 V emf source is connected to ideal light bulbs and an ideal resistor, as shown at right. Find the amounts of power used by each of the two light bulbs. Show your work and explain your reasoning.
[10 points.] An ideal emf source is connected to an ideal resistor and inductor. The switch is closed at t = 0. Determine whether the resistor or inductor has more current flowing through it just after the switch is closed, or if there is a tie. Explain your reasoning using the properties of currents and potential differences, and Kirchhoff's rules, Ohm's law, Faraday's law and/or Lenz's law. 
A two ideal batteries and two resistors are connected in series as shown at right, where ε1 = ε2, but R1 > R2. Determine which battery has more current flowing through it, or if there is a tie. Explain your reasoning using the properties of Kirchhoff's rules and/or Ohm's law. 
Jia-Rui C. Cook, Dwayne Brown, "Cassini Sees Saturn Electric Link With Enceladus," April 19, 2011NASA's Cassini spacecraft detected _________ near Saturn's north pole, related to an electric and magnetic connection between Saturn and one of its moons, Enceladus.
http://www.nasa.gov/mission_pages/cassini/whycassini/cassini20110420.html
Guy Webster, Maria Martinez, Dwayne Brown, "NASA Orbiter Reveals Big Changes in Mars' Atmosphere," April 21, 2011Ground-penetrating radar from NASA's Mars Reconnaissance Orbiter has detected:
http://www.nasa.gov/mission_pages/MRO/news/mro20110421.html
Kelly Beatty, "Forced 'Hibernation' for SETI Telescope," April 26, 2011Searching for alien radio transmissions at the Allen Telescope Array has been suspended due to:
http://www.skyandtelescope.com/news/home/120703884.html
Gemma Lavender, "Variable Stars Under the Gaze of STEREO," April 23, 2011United Kingdom researchers discovered _________ using NASA's STEREO solar satellites.
http://www.astronomynow.com/news/n1104/23stereo/
Is everyone ready for today's poster session?
(This is the fourteenth and last 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.)
During the first session, half of you will be presenting your posters. Nothing formal, just be accessible to answer questions and address comments from the non-presenting students. 
If you are not presenting during the first session, you should circulate and look at every poster presented. 
You will then fill out a session report, which asks you to critique two posters, and then select and explain the most important and the most confusing aspect from any of these first session posters...
...as well as a question you asked (and got an answer to) from these presenters. Even if nothing in particular interested or confused you, there should have been something that you at least found somewhat interesting and somewhat confusing.
Have you ever participated in a science fair? Posed your own research question, done your own research (this student apparently has done quite a bit of "research"), and displayed your results for all the world to see?
Even though these events are called "poster sessions" in science conferences, it's pretty much the same idea as a science fair.
At a conference poster session, presenters and participants get to interact with each other and exchange constructive criticism...
...most importantly, face-to-face. In order to facilitate this valuable opportunity to mingle and network with colleagues, poster session organizers typically furnish refreshments and beverages. 
Which is what we'll be doing next week--so before you leave today, submit an individual research question on some aspect of the concepts explored earlier this semester, get it approved, and complete your research report before you come to the next laboratory.
We'll have a poster session, so you'll be allowed nine letter-size sheets in a 3 x 3 format (or equivalent-sized poster board) to present your findings.
Anybody know who these guys are? 
(This is the twelfth 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.)
Let's consider different examples, both edible, and non-edible, of heat transfer phenomena--later you'll determine which heat transfer law(s) apply in each of these cases (Newton's Law of Cooling, Bergman's/Allen's Rule, Convection Law). 
Nothing cuter than baby penguins snuggling to stay warm. Especially when they tuck their heads in, and put their wings around their buddies. (Wait--edible, or non-edible?)
The infamous Cooper Cooler™, where a tray of ice, a cup of water are added, and by spinning a soda can, it renders it ice cold in just 60 seconds in this infomercial. Just three easy payments of $19.99, shipping and handling and applicable state and local taxes extra.
Read those directions, and watch the clock--that ginormous turkey is going to require more cooking time. 
Too hot? Blow on it cool it off.
And why is Earth geologically active today, while the other terrestrial planets, such as Mars, currently geologically dead?
Which snowman will melt fastest?
So think about these examples, and determine which heat transfers apply to each of these cases.
The second part of this laboratory is actually demonstrating these heat transfer laws, and also coming up with an experiment to answer a heat transfer law research question. 
You'll have various size beakers, thermometers, trays, tap water, scalding hot water from a coffee percolator (caution!), and ice available for your use...
...along with empty plastic water bottles, and of course, a few Cooper Coolers™.| Weight of unstuffed bird (lbs): | Roasting time, (hrs): |
| 10-18 lbs | 3 to 3-1/2 hours |
| 18-22 lbs | 3-1/2 to 4 hours |
| 22-24 lbs | 4 to 4-1/2 hours |
| 24-29 lbs | 4-1/2 to 5 hours |
Beaker size: | Initial temperature (° C): | Final temperature (° C): |
| Small | ||
| Large |
Beaker size: | Water volume (mL): | Beaker diameter (cm): | Water height (cm): | Surface area (cm^2): |
| Small | ||||
| Large |
Time (min): | Beaker water temperature (° C) |
| 0 min | 46° C |
| 1 min | 34° C |
| 2 min | 26° C |
| 3 min | (Forgot to record) |
| 4 min | 21° C |
| 5 min | 19° C |
| 6 min | 16° C |
| 7 min | 14° C |
| 8 min | 11° C |
| 9 min | 10° C |
| 10 min | 9° C |
Breaking news--impact event in the not too distant future. But first, a word from our sponsor. And in our next hour, cooking tips for healthier eating in our studio kitchen.
(This is the eleventh 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.)
Let's first consider impact events from the distant, and also not-so-distant past.
Notably the "K-T" (Cretaceous-Tertiary) extinction event about 65 million years ago.
What would happen if you were a dinosaur living at that time? According to this artistic depiction, the ceratopsid on the left may have already perished from the blast wave, or maybe has just laid down due to the sheer despair of acknowledging its impending doom. Or maybe you would feel more like the plesiosaur on the right, either surfing its last killer wave, or asphyxiating from lack of oxygen.
This sort of stuff happens more often than you might like to think. Consider a much smaller event about a century ago in remote Siberia.
The air blast from this impact devastated the landscape below, fortunately far away from inhabited areas.
So why wait around for the next impact event to happen on Earth?
Why not get some payback for the dinosaurs, which NASA got by launching a washing machine-sized projectile into a comet nucleus?
Besides the obvious gratification, the science that can be done is in looking at the composition of the material flung out from the impact, in order to determine the ingredients of a comet. Also by making and freezing these ingredients, varying their compactness from fluffy to firmly packed, results from shooting projectiles into these lab samples can be compared with the size of the impact crater on the comet, in order to determine the type of cratering process in this material.
Which is what you get to do in laboratory today.
By dropping objects of different mass, or different height, you can create different energy impact events.
And you can measure the resulting diameters of these resulting impact craters.
By plotting the different impact energies versus impact crater diameters, you can determine the cohesion of a material, and the type of cratering process in this material.
Plotting different impact energies versus crater diameters should result in a linear data set, as graphed with "log-log" scales.
And by drawing a best fit line (not just "connecting the dots") for your data set...
You can slide a slope template to find the impact cratering process that best fits your data set.
| Impactor
height (cm): | Impact
energy (kiloergs): |
Crater diameters (cm): | Average crater
diameter (cm): |
| 10 cm |
| _____, _____, _____. |
|
| 20 cm | _____, _____, _____. |
| |
| 30 cm |
| _____, _____, _____. |
|
| 40 cm |
| _____, _____, _____. |
|
| 50 cm |
| _____, _____, _____. |
|
| 60 cm |
| _____, _____, _____. |
|
| 70 cm |
| _____, _____, _____. |
|
| 80 cm |
| _____, _____, _____. |
|
| 90 cm |
| _____, _____, _____. |
|
| 100 cm |
| _____, _____, _____. |
|
| Impactor
mass (g): | Impact
energy (kiloergs): |
Crater diameters (cm): | Average crater
diameter (cm): |
| 10 g |
| 3.0, 3.0, 2.8, 3.0, 2.5 cm |
|
| 20 g |
| 3.0, 3.8, 3.3, 3.5, 3.5 cm |
|
| 50 g |
| 3.5, 4.2, 4.9, 5.0, 5.1 cm |
|
| 100 g |
| 5.0, 5.2, 5.5, 5.0, 5.4 cm |
|
| 250 g |
| 6.0, 7.0, 6.2, 5.8, 5.9 cm |
|
| 500 g |
| 7.0, 8.8, 8.2, 7.5, 8.0 cm |
|
"If the sand box is shaken side-to-side between each drop, the sand grains will sift and settle, becoming more tightly compacted for the next drop from the same height."Describe precisely what evidence you would need to collect in order to answer the research question of, "How does a 'side-to-side reset' for medium-grain sand affect the results of each subsequent drop from the same height?" You do not need to actually complete the steps in the procedure you are writing.