Showing posts with label geology. Show all posts
Showing posts with label geology. Show all posts

20141213

Astronomy midterm question: habitability of Mars forming closer to the sun

Astronomy 210 Midterm 2, fall semester 2014
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked:
Pd: If Mars had originally formed closer to the sun, would it be more habitable today?
qu: Mars closer to the sun would be warmer, but actually less habitable with less water and atmosphere.
Discuss how Mars forming closer to the sun would have less water and atmosphere today, and how you know this. Explain using the properties of planet mass, atmosphere, and geological activity.

[*] answers.yahoo.com/question/index?qid=20141101111207AAt4Wdm.

Solution and grading rubric:
  • p:
    Correct. Discusses why both statements are correct about Mars located closer to the sun and being warmer would result in:
    1. less water, due to warmer temperatures evaporating all available water (or ultraviolet light breaking apart water molecules);
    2. less atmosphere, as warmer temperatures would allow atmosphere molecules to move faster and more easily escape from Mars' weak gravity.
  • r:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of the two points (1)-(2) correct, other is problematic/incomplete.
  • t:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (1)-(2) problematic/incomplete, or one is correct while the other is garbled/missing.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to use relationships between planet location and mass with atmosphere temperature and retention.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Discussion not clearly based on relationships between planet location and mass with atmosphere temperature and retention.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Section 70158
Exam code: midterm02s0vA
p: 10 students
r: 4 students
t: 18 students
v: 10 students
x: 3 students
y: 0 students
z: 0 students

Section 70160
Exam code: midterm02n4Rs
p: 7 students
r: 6 students
t: 15 students
v: 2 students
x: 3 students
y: 0 students
z: 0 students

A sample "p" response (from student 1123):

A sample "x" response (from student):

20140511

Astronomy midterm question: Martian volcanoes reactivating?

Astronomy 210 Midterm 2, spring semester 2014
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked and answered:
py: What would happen if Mars' volcanoes became active again? Like if all of the sudden Olympus Mons just exploded and melted the ice caps? Would Mars' climate become more like Earth's?
Al: (a) It would be impossible for Mars' volcanoes to become active again, but (b) if they could become active, Mars' climate would then become more Earth-like.
Discuss why both these answers (a)-(b) are correct, and how you know this. Explain using the properties of greenhouse gases and geological activity.

[*] Adapted from https://answers.yahoo.com/question/index?qid=20110615233622AAjIa8s.

Solution and grading rubric:
  • p = 20/20:
    Discusses why both statements are correct: (a) Mars' volcanic activity has ceased because there is no heat left in its small core, which caused it to cool off rapidly; and (b) if there was an increase in volcanic activity, outgassing and melting of polar ice caps would introduce more carbon dioxide and water vapor greenhouse gases, allowing Mars to retain more heat from the sun and increase its atmospheric temperatures.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two points (a)-(b) correct, other is problematic/incomplete.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (a)-(b) problematic/incomplete, or one point correct while other is missing.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to (lack of) volcanic activity and greenhouse effect.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to geological activity and greenhouse effect.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 30674
Exam code: midterm02n4iL
p: 10 students
r: 6 students
t: 8 students
v: 2 students
x: 2 students
y: 0 students
z: 0 students

Section 30676
Exam code: midterm02sh7F
p: 18 students
r: 5 students
t: 12 students
v: 7 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response (from student 0123):

Another sample "p" response (from student 7342):

A sample "t" response (from student 1378), only discussing why Mars' volcanoes cannot erupt again:

Another sample "t" response (from student 6620), only discussing the effect of volcanic eruptions on Mars' climate:

20130528

Astronomy final exam question: comparing relative potential habitability of Kepler-62e, Kepler-62f

Astronomy 210 Final Exam, spring semester 2013
Cuesta College, San Luis Obispo, CA

According to a NASA press release[*], the star Kepler-62 is a medium-mass main-sequence star somewhat similar to the sun, and:
Kepler-62 is home to two habitable zone worlds, Kepler-62f and Kepler-62e. Kepler-62f [orbiting farther out] is only 40 percent larger than Earth... Kepler-62e [orbiting closer in] is roughly 60 percent larger than Earth.
Determine which planet (62f or 62e) would be more likely to have an atmosphere with a moderate greenhouse effect and a moderate temperature for liquid oceans to be present. Explain using the properties of greenhouse gases and geological activity.

[*] http://www.nasa.gov/mission_pages/kepler/multimedia/images/kepler-62-diagram.html.

Solution and grading rubric:
  • p = 20/20:
    Correct. Recognizes how (1) mass determines atmosphere thickness (more massive planet Kepler 62e would outgas more atmosphere, and better gravitationally retain this atmosphere); and how (2) distance from sun determines the temperature of an atmosphere (Kepler 62e being closer to its star would absorb and retain more heat). Thus Kepler 62e would be more susceptible to higher temperatures and more likely evaporate its oceans, while less mass and further out Kepler 62f would be more likely to have moderate temperatures for liquid oceans.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two points (1)-(2) correct, other is problematic/incomplete. May argue that Kepler 62f would have an atmosphere that is too thin, and too little heat absorbed for moderate temperatures for liquid oceans, making Kepler 62e the more ideal candidate.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (1)-(2) problematic/incomplete, or one point correct while other is missing.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to atmosphere density and greenhouse effect.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to the greenhouse effect.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 30674
Exam code: finalnNz2
p: 4 students
r: 7 students
t: 8 students
v: 6 students
x: 1 student
y: 1 student
z: 0 students

Section 30676
Exam code: finals56G
p: 3 students
r: 7 students
t: 17 students
v: 9 students
x: 0 students
y: 1 student
z: 2 students

A sample "p" response (from student 0211):

Another sample "p" response (from student 6608):

A sample "y" response (from student 0426):

Another sample "y" response (from student 9251):

20130423

Online reading assignment: history of atoms, Earth, the moon, Mercury (SLO campus)

Astronomy 210, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students have a weekly online reading assignment (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. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing presentations on history of atoms, Earth, and the impacted worlds: the moon, and Mercury.

Selected/edited responses are given below.

Describe something you found interesting from the assigned textbook reading or presentation preview, and explain why this was personally interesting for you.
"I found the greenhouse effect to be interesting because I was able to visualize the concept since I know what a greenhouse is; plants can grow with the heat from the sunlight. I thought it was cool that it was also considered the 'parked car effect' since sunlight heats up a car, but the heat gets trapped."

"That the universe is in us..."

"How similar Earth is to the moon and nearby planets. Although entirely different, it's interesting seeing the similarities."

"I found it interesting how the moon is almost all crust with a smaller core than it thought it should have considering its size."

"After Earth formed and it was cooling the oceans formed which started dissolving carbon dioxide and removing it from the atmosphere it then reacted with dissolved compounds in the water to form limestone and other mineral sediments. I find this interesting because I have never thought about how these things were created and it is a very easy concept to understand and I guess I was just surprised by the information."

"The fact that volcanoes put carbon dioxide in our atmosphere but that oceans absorb a lot of it so it doesn't pollute our atmosphere too much."

"What was interesting to me was the history of atoms in our body. For example, atoms heavier than iron such as iodine were created by rapid nuclear reactions that only occur during supernova explosions. I found this really cool and interesting because I never knew this until now and I was always curious about what people were made of."

"I think it's interesting that if the moon and Mercury had formed in the same manner as Earth, then they would be expected to have the same size cores as Earth."

"I really liked the cute little comic strip!! I like the poetic appeal to it. I love Earth! :D"
Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"The greenhouse effect was a little confusing, maybe just a little clarification."

"That the universe is in us..."

"It's not really confusing, but when the book says that all this stuff happened and everything is constantly changing, it's a little hard to grasp that. We live for 100 years at the most, while it takes years and years for a planet to form, for example. It's crazy."

"How certain theories apply to how planets were formed and how it is known."
Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"We are made of matter from the first 3 min of our universe?" (Only if you are primarily made of hydrogen, with a sprinkling of deuterium, helium, and lithium thrown in.)

"Is the reading suggesting that some or all moons are formed from high impact events?" (Only Earth and the moon, and Mercury.)

"I thought there were eight quizzes total and three would be dropped. It says there are only seven on the schedule though. I remember you mentioning this early on in the semester but I must have forgot." ("Quiz 8" is credit fir taking the educational research surveys in class.)

"I was recently told by a friend that the static that you can hear in between radio stations has something to do with the big bang. Do you know? " (About 1% or so of that static.)

"Do we need to know all the other planets rotations and angles that are exceptions to the natural rotation pattern in the solar system?" (Only that they are all more or less the same, except for the notably tilted-over axis of Uranus.)

"Neil deGrasse Tyson is the bee's knees, one of my favorite people to listen to/watch. Have you heard of the Joe Rogan Experience podcast? He interviews him in #310, free on iTunes [also on YouTube] if you ever want to kill 2.5 hrs in a long drive. Really entertaining to listen to his down-to-earth caliber as a hardcore astrophysicist!" (Neil is da man.)

Online reading assignment: history of atoms, Earth, the moon, Mercury (NC campus)

Astronomy 210, spring semester 2013
Cuesta College, San Luis Obispo, CA

Students have a weekly online reading assignment (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. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing presentations on history of atoms, Earth, and the impacted worlds: the moon, and Mercury.

Selected/edited responses are given below.

Describe something you found interesting from the assigned textbook reading or presentation preview, and explain why this was personally interesting for you.
"The moon and Mercury look alike in color and are covered with impacted craters. but different because Mercury has a larger core than the moon."

"I found the formation of Earth interesting and the process of the evolution of the atmosphere."

"The greenhouse effect. I didn't really understand it until now but the car example made it very clear."

"I found the comic strip interesting because Neil deGrasse Tyson is awesome. It was really cool the way he put things in perspective."

"We are a part of the universe. This is interesting, because: science."

"Learning about the origins of our atoms is amazing. Just thinking that stars made the iron in our bodies is amazing!"

"I had heard about the 'large-impact hypothesis' theory about the creation of the moon, but I didn't know that it produced lower density rock on the moon and also affected the rotation of Earth."

"That Mercury is only 40 percent larger than Earth's moon, and that it can't keep a permanent atmosphere. It sounds cool."
Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"I found plate tectonics confusing and the separation of plates on Earth."

"I kind of couldn't tell which feature on the moon was the youngest. Any advice on how I could tell which features are the youngest/oldest?"

"Mercury and the moon because i didn't know they were alike at all."

"Nothing was too confusing, it's weird because when you, P-dog, explain it in class is when I start to question things."

"The text seems to say that Venus would not have had its severe greenhouse affect if it had been able to retain water in an ocean and trap excess carbon there, but Venus was too close to the sun and couldn't keep its water. Is it really that simple? I thought that Venus was also in a habitable zone like Earth."

"What I found confusing in the assigned textbook reading is that they consider the moon as planet-like just because it's two-thirds the size of Mercury, and it is similar to Earth, Mercury, Venus, and Mars. Since they had said the moon was a natural satellite."
Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"I never really know what to write here, so hi. I like how you teach, you're funny!" (Okay. Funny: ha ha, or funny: weird?)

"I was listening to Neil deGrasse Tyson and he was talking about antimatter. He said that if aliens came to us (assuming that they hadn't touch the ground yet) he wouldn't shake their hand. He would throw something to them to make sure that we are the same matter." (Neil is da man. Incoming!)

"How much water could comets have actually carried to Earth? It seems like it could only be a small amount." (The specific amount of water from cometary impacts, compared to the amount of water outgassed from Earth's volcanoes is still being investigated. In any case, most of Earth's atmosphere is thought to have been outgassed from its volcanoes.)

20121231

Astronomy final exam question: Mars' past history

Astronomy 210 Final Exam, fall semester 2012
Cuesta College, San Luis Obispo, CA

An article on an online science and science fiction discussion blog(*) discusses the past history and possibility of future colonization of Mars:
So, what happened on Mars? When volcanic activity halted on Mars...this once warm and inviting place, with enough atmospheric pressure and a high enough temperature to support liquid water, become a frozen rock with [a thin] atmosphere...
Discuss how the end of volcanic activity on Mars caused temperatures to drop and its atmosphere to become thinner. Explain using the properties of greenhouse gases and geological activity.

(*)Jason Shankel, "How We Will Terraform Mars," December 19, 2011, io9.com/5868115/how-we-will-terraform-mars.

Solution and grading rubric:
  • p:
    Correct. Discusses features of the "runaway refrigerator" model of Mars' past: (a) Mars' small mass would make it unable to retain its atmosphere due to its slower escape velocity, (such that its atmosphere thins), and thus (b) unable to retain enough heat (such that its temperatures will drop). May also have discussed how Mars' oceans removed greenhouse gases from the atmosphere.
  • r:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two points (a)-(b) correct, other is problematic/incomplete.
  • t:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (a)-(b) problematic/incomplete, or one point correct while other is missing.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to atmosphere retention and greenhouse effect.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to atmosphere retention and greenhouse effect.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Section 70158
Exam code: finalSor3
p: 7 students
r: 9 students
t: 9 students
v: 3 students
x: 1 student
y: 0 students
z: 0 students

Section 70160
Exam code: finalNon0
p: 6 students
r: 9 students
t: 8 students
v: 4 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response (from student 2192):

20121113

Online reading assignment: history of atoms, Earth, the moon, Mercury (NC campus)

Astronomy 210, fall semester 2012
Cuesta College, San Luis Obispo, CA

Students have a weekly online reading assignment (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. Full credit is given for completing the online reading assignment before next week's lecture, regardless if whether their answers are correct/incorrect. Selected results/questions/comments are addressed by the instructor at the start of the following lecture.

The following questions were asked on reading textbook chapters and previewing presentations on history of atoms, Earth, and the impacted worlds: the moon, and Mercury.

Selected/edited responses are given below.

Describe something you found interesting from the assigned textbook reading or presentation preview, and explain why this was personally interesting for you.
"By the time the universe was three minutes old, the protons, neutrons and electrons in your body had come into existence."

"The comic strip was awesome! I love it when art and school can be combined so well. It made me feel very small, but in a good way if that makes sense. It was a bamf way to get me to learn astronomy. Thinking about the universe being within us is calming in a way."

"Earth's atmosphere is one of my favorite things to read about because I'm extremely interested in global warming and learning about what effects our atmosphere."

"Not all greenhouse gases are bad."

"How we can tell what features on the moon are older and younger just by looking at the it."
Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"The fact that Earth has evolved over millions of years--and it eventually evolved to support life. Why has this not happened in any other terrestrial planet? It's always been weird to me that the universe is so vast, yet, we still do not have any definitive evidence to show that other life exists. I find this odd and confusing."

"Plate tectonics--although I found this to be interesting I still found it to be confusing and think I only understood the basic concept of what the continental drift is."
Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"Wow, Earth has it all figured out. Volcanoes emit carbon dioxide, the atmosphere traps it which in turn keeps us warm, and oceans reabsorb the carbon dioxide to be recycled back into the volcanoes." (Yes, if nothing goes wrong.)

"John F. Podojil: 'Teaching is not a profession; it's a passion. Without passion for your subject and a desire for your students to learn and be the best in the world, then we have failed as a teacher and failure is not an option.' Not many teachers are passionate for what they teach, and simply from your lectures and explanations of things you can tell you teach from your heart and with passion... Thank you." (You're welcome. And it is certainly hard not to be excited about teaching a bamf subject like astronomy.)

20120802

Presentation: the impacted worlds

The Apollo 16 mission to the moon--good times. But was there a scientifically sound reason to go to the moon? (Video link: "John Young's Lunar Salute on Apollo 16.")

After the previous presentation on Earth, we now turn to the terrestrial planets most different from Earth: Mercury, and the moon (not a planet), which are very similar in some aspects, and also very different. In the next presentation we will discuss the terrestrial planets most similar to Earth: Venus and Mars.

First: similarities and differences in their surface features.

At first glance, the moon and Mercury appear much alike, with similar colors, and covered with impact craters.

Taking a closer look at the moon, there are the lighter-colored highlands, which are completely covered with impact craters upon impact craters; and the darker-colored flat lava plains (maria, due to their passing resemblance to oceans), which fill in large impact crater basins, and the maria are themselves covered with a sprinkling of small impact craters.
Which feature on the moon is the youngest?
(A) Craters partially filled in with flat lava plains.
(B) Craters on top of flat lava plains.
(C) Flat lava plains.
(D) (There is a tie.)
(E) (Unsure/guessing/lost/help!)
What did you observe in this slide that tells you that your answer is correct? Video link: "Moon Images Shot by the Onboard HDTV of the KAGUYA.")

This was a major goal of the Apollo moon missions--to verify this hypothesis of which features on the moon are oldest to youngest. Landings occurred on the maria to gather and bring back rocks for analysis on Earth, with side trips to the small impact craters located there, and then to the highlands in later landings.

Now for a close-up on Mercury, where there are also highlands saturated with impact craters, lava-filled lowlands (which are more nearly the same color as the highlands than on the moon), and interestingly long, curving ridges (sometimes called rupes or rilles that pass through the highlands and lowlands.
Which feature on Mercury is the youngest?
(A) Lava-filled lowlands.
(B) Large crater basins.
(C) Long curving ridges.
(D) (There is a tie.)
(E) (Unsure/guessing/lost/help!)
What did you observe in this slide that tells you that your answer is correct? How do you know that the long curving ridges are neither midocean rises nor subduction zones associated with tectonic motion?

Although we have never landed on any terrestrial planet beyond Earth, we have a very good understanding of which features on Mercury are oldest to youngest because of the groundwork established for similar structures on the moon. Video link: "A...Movie of Mercury's Surface.")

Second, cores and catastrophes.

If the moon and Mercury had formed in the same manner as Earth, then they would be expected to have the proportionally the same size cores as Earth (shown outlined in white in these cross-sections). The sizes of the cores of the moon and Mercury can be measured from studies of the gravitational fields, and it is found that the moon has a core that is smaller than expected for its size (making it nearly all crust), while Mercury has a core that is larger than expected for its size, meaning that its crust is quite small.

Recall from the "turkey/cornish hen effect" that small objects cool off faster than larger objects, such that the cores of the moon and Mercury will have cooled off faster than all the other terrestrial planets. This explains their lack of geological activity today, and why most of their impact craters are still intact, unchanged by the brief amount of lava flows when they were still geological active.

The very thin crust of Mercury suggests that the long curving ridges on its surface are the result of its large core cooling and shrinking, such that the crust wrinkles up, much like the skin of an apple as its insides dry out and shrink.

But what made the core of the moon so small, and Mercury's core so large?

The hypothesis best supported by evidence so far for the origin of the moon involves a large impact between two planetesimals. The larger object on the right is not really Earth, and the smaller object on the left is not really the moon. But together as they collide in the early stages of our solar system formation, these two bodies will become Earth and the moon. (Video link: "Planetary Smash-Up.")

The bulk of these two objects will combine to form Earth, with most of their cores and the surrounding crust melting, then coalescing. (Video link: "Planetary Smash-Up.")

However, the outer layers the vaporized off of both of these objects contains mostly crust material, and very little core material. This is the stuff that will eventually coalesce and form the moon in orbit around Earth, and the samples brought back from the moon by the Apollo missions best support this scenario over many other historical theories of the formation of the moon. (Video link: "Planetary Smash-Up.")

And early planetesimal collisions in the early solar system may have been very common, as a similar scenario has the cores of two objects colliding forming Mercury's core. The difference here is that the outer layers that are vaporized mostly escape, due to the weaker gravitational pull of proto-Mercury, such that there was no crust material captured to give Mercury a moon, and even the crust that was captured was not very much, giving proto-Mercury a very thin layer around its sizable core. However, other evidence suggests that Mercury could not have formed from a large impact--as its crust material is volatile (easily vaporized), such that it would not have stuck around to reform a crust after a large impact event. How to resolve two contradictory theories, each supported by different pieces of evidence...gather more evidence?

20120605

Astronomy final exam question: could a super-Earth support life?

Astronomy 210 Final Exam, spring semester 2012
Cuesta College, San Luis Obispo, CA

[Version 1]
[20 points.] An astronomy question on an online discussion board(*) was asked and answered:
P-d...: Could a [planet more massive than Earth around another sun-like star] support life...? Would [it]...be too hot, or too cold, or could [it] have moderate temperatures?
Quadrillian: ...A giant rocky planet could easily exist outside the orbit of Mars and...be habitable [with moderate temperatures.]
Discuss why this answer is correct, and how you know this. Explain using the properties of greenhouse gases and geological activity.

*Source: http://answers.yahoo.com/question/index?qid=20111217134914AA3qcNa.

Solution and grading rubric:
  • p = 20/20:
    Correct. Being farther from the sun, (a) this planet would receive less radiation for a greenhouse effect, but (b) a massive enough terrestrial planet would outgas and retain an atmosphere sufficiently thick enough for a greenhouse effect and moderate temperatures.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two points (a)-(b) correct, other is problematic/incomplete.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (a)-(b) problematic/incomplete, or one point correct while other is missing.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to atmosphere density and greenhouse effect.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to the greenhouse effect.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 30674
Exam code: finalN34r
p: 7 students
r: 0 students
t: 13 students
v: 5 students
x: 4 students
y: 1 student
z: 0 students

A sample "p" response (from student 5213):
Another sample "p" response (from student 0401):

[Version 2]
[20 points.] An astronomy question on an online discussion board(*) was asked and answered:
P-d...: Could a [planet more massive than Earth around another sun-like star] support life...? Would [it]...be too hot, or too cold, or could [it] have moderate temperatures?
Quadrillian: The larger the planet[,] the further away from [its] star it needs to be in order to [be] at least be potentially habitable... If closer, it would have to be much smaller in order to prevent a runaway greenhouse effect.
Discuss why this answer is correct, and how you know this. Explain using the properties of greenhouse gases and geological activity.

*Source: http://answers.yahoo.com/question/index?qid=20111217134914AA3qcNa.

Solution and grading rubric:
  • p = 20/20:
    Correct. Being farther from the sun, (a) this planet would receive less radiation for a greenhouse effect, but (b) a massive enough terrestrial planet would outgas and retain an atmosphere sufficiently thick enough for a greenhouse effect and moderate temperatures.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two points (a)-(b) correct, other is problematic/incomplete.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both points (a)-(b) problematic/incomplete, or one point correct while other is missing.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to atmosphere density and greenhouse effect.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to the greenhouse effect.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 30676
Exam code: final5t4R
p: 10 students
r: 0 students
t: 8 students
v: 8 students
x: 3 students
y: 3 students
z: 0 students

A sample "p" response (from student 1436):
A sample "y" response (from student 8856):

20111226

Astronomy final exam question: why Mars inhospitable?

Astronomy 210 Final Exam, fall semester 2011
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board(*) was asked and answered:
CARTART: Why is Mars [too] cold to support life?
yeah: [B]ecause [M]ars is farther from the sun.
swbarnes2: Another factor for Mars is...its small mass...
Discuss why the answers from "yeah" and "swbarnes2" both correctly answer the question from "CARTART," and how you know this. Explain using the properties of greenhouse gases and geological activity.

*Source: http://answers.yahoo.com/question/index?qid=20080913120029AAeOGlQ.

Solution and grading rubric:
  • p = 20/20:
    Correct. Discusses answers from both "yeah" and "swbarnes2." Being farther from the sun, Mars would receive less radiation for a greenhouse effect. Mars' small mass would mean less outgassing, and also be unable to retain an atmosphere sufficient for greenhouse effect.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. One of two explanations is problematic/incomplete, the other is correct.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. Both answers are problematic/incomplete, or one answer correct, while the other is missing.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least understands factors that contribute to atmosphere density and greenhouse effect.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Discusses factors other than relevant to the greenhouse effect.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:Section 70158
Exam code: finalsf4R
p: 13 students
r: 4 students
t: 5 students
v: 7 students
x: 3 students
y: 0 students
z: 1 student

Grading distribution:Section 70160
Exam code: finalN3aR
p: 9 students
r: 6 students
t: 5 students
v: 5 students
x: 1 student
y: 0 students
z: 0 students

A sample "p" response (from student 2286):
A sample "p" response (from student 2003):

20110116

Astronomy final exam question: Mars closer to sun?

Astronomy 210 Final Exam, Fall Semester 2010
Cuesta College, San Luis Obispo, CA

[20 points.] Suppose Mars had instead formed closer to the sun, in Venus' orbit. Explain the expected characteristics of this closer-to-the-sun Mars, in terms of its internal heat and geological activity, compared to Mars today in its current orbit.

Solution and grading rubric:
  • p = 20/20:
    Correct. Extent of internal heat and geological activity of a terrestrial planet depends on its mass, thus Mars would essentially have the same amount of internal heat and geological activity at any distance from the sun.
  • r = 16/20:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors.
  • t = 12/20:
    Contains right ideas, but discussion is unclear/incomplete or contains major errors. At least recognizes that internal heat and geological activity is correlated with mass.
  • v = 8/20:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. Discussion based closer proximity to the sun creating more greenhouse effect and/or more geological activity.
  • x = 4/20:
    Implementation/application of ideas, but credit given for effort rather than merit. Decides on same/different relative amount of internal heat and geological activity without supporting statements.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Section 70158
p: 4 students
r: 3 students
t: 2 students
v: 29 students
x: 3 students
y: 0 students
z: 1 student

A sample "p" response (from student 1122):

A sample "v" response (from student 4321), discussing how more heat from the sun would cause more volcanic activity:

Another sample "v" response (from student 1986), again discussing how more heat from the sun would cause more volcanic activity:

20101209

Astronomy quiz question: Venus versus Earth's moon

Astronomy 210 Quiz 7, Fall Semester 2010
Cuesta College, San Luis Obispo, CA

The small number of impact craters on Venus, compared to Earth's moon, is evidence of Venus':
(A) past oceans.
(B) lack of shield volcanoes.
(C) lack of tidal heating.
(D) younger surface.

Correct answer: (D)

The surfaces of all terrestrial planets (and Earth's moon) accumulated impact craters during the heavy bombardment phase of planetary formation. Geological activity is responsible for removing these impact craters (filling in with lava, folding down into the mantle from tectonic plate motion), such that a lack of impact craters corresponds to a greater amount of geological activity, and a newer (more recently solidified) surface.

Section 70160
(A) : 14 students
(B) : 3 students
(C) : 1 student
(D) : 21 students

"Success level": 58% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.39

20081125

Astronomy clicker question: Moon geology

Astronomy 210, Fall Semester 2008
Cuesta College, San Luis Obispo, CA

Students were asked the following clicker question (Classroom Performance System, einstruction.com) at the start of their learning cycle, after being shown pictures of the Moon (note that mare are referred to "lava plains"):

Which feature on the Moon is the oldest?
(A) Craters partially filled in with flat lava plains.
(B) Craters on top of flat lava plains.
(C) Flat lava plains.
(D) (More than one of the above choices.)
(E) (I'm lost, and don't know how to answer this.)

Section 70158 (pre-)
(A) : 12 students
(B) : 7 students
(C) : 9 students
(D) : 2 students
(E) : 0 students

This question was asked again after displaying the tallied results with the lack of consensus, with the following results. No comments were made by the instructor, in order to see if students were going to be able to discuss and determine the correct answer among themselves.

Section 70158 (post-)
(A) : 17 students
(B) : 3 students
(C) : 10 students
(D) : 0 students
(E) : 0 students

Correct answer: (A)

The principle of superposition from geology holds that the bottommost layer must be the oldest geological feature.

Pre- to post- peer-interaction gains:
pre-interaction correct = 40%
post-interaction correct = 57%
Hake (normalized) gain <g> = 28%

Which feature on the Moon is the youngest?
(A) Craters partially filled in with flat lava plains.
(B) Craters on top of flat lava plains.
(C) Flat lava plains.
(D) (More than one of the above choices.)
(E) (I'm lost, and don't know how to answer this.)

Section 70160 (pre- only)
(A) : 10 students
(B) : 2 students
(C) : 0 students
(D) : 4 students
(E) : 1 student
(F) : 9 students
(G) : 0 students

Correct answer: (A)

Correct = 54%

20081116

Folded mountain range analog

081115-1060592
http://www.flickr.com/photos/waiferx/3032576847/
Originally uploaded by Waifer X

Carpet wrinkles, simulating a folded mountain range due to motion caused by plate tectonics.

20080305

Astronomy clicker question: Moon feature age

Astronomy 10, Spring Semester 2008
Cuesta College, San Luis Obispo, CA

Astronomy 10 learning goal Q5.1

Students were asked the following clicker question (Classroom Performance System, einstruction.com) in the middle of their learning cycle:

[0.3 points.] List the following features on the Moon from oldest to youngest:
I. Craters partially filled in with flat lava plains.
II. Craters on top of flat lava plains.
III. Flat lava plains.

(A) I, III, II.
(B) III, I, II.
(C) II, I, III.
(D) III, II, I.

Correct answer: not revealed yet (see discussion below).

Student responses
Section 4160
(A) : 4 students
(B) : 10 students
(C) : 18 students
(D) : 2 students

Section 5166
(A) : 22 students
(B) : 9 students
(C) : 13 students
(D) : 9 students

After showing the lack of consensus in their replies, students were asked to discuss their responses with each other before responding again.

Student responses
Section 4160
(A) : 5 students
(B) : 9 students
(C) : 11 students
(D) : 9 students

Section 5166
(A) : 19 students
(B) : 9 students
(C) : 9 students
(D) : 18 students

Correct answer: (A)

It is easiest to start with the flat lava plains for comparison, which represent the lunar maria. The craters on top of the flat lava plains are newer than the maria, while the craters partially filled in with lava are older than the maria.

Students did not successfully attain the correct answer after conferring with each other. Note that response (D) gained the most from pre- to post-discussion, interestingly enough.