Online reading assignment: Kirchhoff's laws (SLO campus)

Astronomy 210, spring semester 2020
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 Kirchhoff's laws.


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 it interesting that the emission spectrum relates to the material we learned in class a few weeks ago about gaseous elements. Before, I was only aware that particular colors of light are exclusively emitted depending on the movement of electrons in an element. However, I now know light can be emitted as also a continuous or emission spectrum. I found this interesting because it did not occur to me that a star or even a rainbow might emit photons differently due to their specific spectrum types."

"I find the different spectra interesting. It interests me to know how different things put out different types of light and to learn the science behind it. I always knew that neon lights were different from normal lights, but understanding how they produce their colors is an experience!"

"The spectrum types are very interesting, albeit confusing, from reading about it on my own. It seems like something that will take some further explanation and repetition to get down, but I am interested in exploring it further as light is all around us."

"I enjoyed learning about the different spectra and what produces them. I only knew about the continuous spectrum, so learning about the other ones was very interesting."

"Something I found interesting was the spectra of the sun and stars. This was interesting to me because I didn't know how the spectra was made, and the process is very intriguing."

"I have always found the Doppler effect super-interesting. It is just such an interesting and curious effect. After reading this, it makes a lot more sense."

"The Doppler effect is interesting to me because you can interact and hear it everyday. I think it's really cool that a pitch of sound is determined by its wavelength."

"I really liked learning about the Doppler effect. I never really paid attention to the different pitches a horn makes as it is moving past someone. I think it is interesting that it changes depending on if the car is moving towards you or away from you."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.

"I have a good understanding on the three different types of light spectrum; however, I seem to be struggling with correlating them to actual pictures of objects. When they are shown in the boxed diagrams it is easier to distinguish them, but I'm not sure how to transfer that over to real-life objects."

"I was having a little difficulty debating which things went with emission and absorption spectra, I think I might be getting them backwards, but I also might be right! Lol"

"The three kinds of spectra and their rules.It is hard for me to conceptualize things that I have not heard of before."

"The overview of Kirchhoff's laws in the textbook were too brief and vague."

"The blueshifts and redshifts confuse me because I do not understand the definitions given in the textbook."

"I found it interesting to learn about the Doppler effect but it was more difficult for me to understand. Seeing the wavelengths that a car sound makes when driving past you helped me better understand it since it was drawn out."

I believe Pluto should be a planet. (Original responses.)

Strongly disagree.	* [1]
Disagree.	************ [12]
Neutral.	************ [12]
Agree.	******** [8]
Strongly Agree.	* [1]

I believe Pluto should be a planet. (This is a follow-up question.)

Strongly disagree.	**** [4]
Disagree.	************* [13]
Neutral.	********** [10]
Agree.	***** [5]
Strongly Agree.	* [1]

Briefly explain your answer to the previous question (whether Pluto should be a planet).

"I don't disagree nor agree. I find that the neutral position is easier and shows that the decision of planet making is not mine."

"I agree it should be a planet because it has everything other planets have like being round."

"I agree Pluto should be a planet because it has all the same aspects other planets have like being round."

"It doesn't fit the new definition of what a planet is but lots of people who don't know that definition still call it a planet, so I'm fine with either or."

"I know now that Pluto should not be a planet. It just doesn't fit the criteria."

"I don't really have a strong opinion on whether Pluto should be a planet or not, but based off the evidence it doesn't seem like Pluto fits into the 'planet' category to well. Pluto's orbit and size differ a lot from all of the other planets, it really doesn't seem to fit in."

"After learning the guidelines for what constitutes a planet, it is clear that Pluto does not qualify as one. Though, I don't feel to strongly about it, I wouldn't mind seeing it make a comeback, though that would require a lot of changes in planet definitions."

"I'm neutral. I grew up knowing Pluto was a planet and then became a star, so for me Pluto will always be a planet at heart."

"I believe that if we found life or movement on Pluto we could possibly consider looking into it becoming a planet. However, like I previously said Pluto shouldn't become a planet because its not in the orbiting rings."

"I believe that if we found life or movement on Pluto we could maybe consider looking into it becoming a planet. However, like I previously said Pluto shouldn't become a planet because its not in the orbiting rings."

"Due to it being a body that orbits the sun and it's a dwarf planet."

"I understand why Pluto is no longer considered a planet, because it doesn't dominate its orbit, but since I grew up thinking it was a planet, it is hard for me to view it as anything different. it doesn't fit under the standards of being a planet after learning it doesn't dominate its orbit."

"Pluto should not be a planet because there is many other similar sized dwarf planets in the Kuiper belt that are not considered planets either."

"I do not think it's a planet. But I’m still neutral because I'm willing to listen to someone's views on why it is one."

"Pluto doesn't dominate its orbit so it can’t be a planet. Based off the three classifications for being a planet, Pluto meets all 3. It should be considered a planet, no matter how small it is."

"If Pluto could be a planet then so many others could be too. We would be back in a time with 1,500+ planets and more discovery would lead to more and more. Having a three-step classification narrows down the most important ones to watch."

"Since it was once a planet, I think that it should always be a planet. Although it is known as the dwarf planet, when I first learned about planets it was there, so I will always think it is still considered a planet."

"I don't believe that Pluto should be a planet, and redefining it as a dwarf planet was the correct choice. If it dominated its own orbit around the sun, and didn't come in so close to the moon, and then further than anything else."

"Pluto is too small and boring."

"According to the classifications that we learned about, it doesn't make sense to treat it as a planet."

"Pluto had a good run, we should give Makemake a chance at planethood."

"The classifications makes it a dwarf planet due to it not dominating its orbit."

"I believe Pluto should be a planet because it's more of a planet than Jupiter."

"I still do not believe Pluto should be considered a planet because it cannot expel objects from its own orbit. I believe this fact alone is convincing because asteroids are not considered planets for the same reason. All objects in space must be evaluated with the same set of IAU rules, meaning Pluto's failure to meet these criteria technically would imply it is not a planet."

"Well, I now know how planets are categorized and by following that Pluto is a dwarf planet."

"Pluto can't be a planet, because it does not dominate its own orbit. It fits all the other qualifications for being a planet, except for the fact that it doesn't dominate its own orbit. Therefore, it is considered a dwarf planet."

"The rules are too strict for being a planet."

"Pluto should not be a planet because it does not dominate its orbit, therefore it should be a dwarf planet based on the IAU classes and rules."

"I don't have much of a preference because the logical part of me sees why it's a dwarf planet because it doesn't hit all the criteria of being an independent planet but there's also a part of me that wants Pluto to belong with the other major planets in our system since the little guy is so far away and is already isolated."

Match the spectrum type with their appearance.
(Only correct responses shown.)

Rainbow containing all colors: continuous [85%]
Rainbow with thin black lines: absorption [76%]
Colored lines on a black background: emission [79%]
Given off by hot, dense object: continuous [70%]
Given off by hot, diffuse gas atoms: emission [67%]
Passing through cool, diffuse gas atoms: [52%]

Hot, molten metal produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	********** [10]
emission; series of bright lines on a dark background.	******* [7]
absorption; series of dark lines on a rainbow background.	********* [9]
(Unsure/guessing/lost/help!)	******* [7]

The sun produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	******** [8]
emission; series of bright lines on a dark background.	******* [7]
absorption; series of dark lines on a rainbow background.	************* [13]
(Unsure/guessing/lost/help!)	***** [5]

The lights atop the Fremont Theater in San Luis Obispo, CA, produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	*********** [11]
emission; series of bright lines on a dark background.	************** [14]
absorption; series of dark lines on a rainbow background.	****** [6]
(Unsure/guessing/lost/help!)	** [2]

Your instructor produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	******* [7]
emission; series of bright lines on a dark background.	*************** [15]
absorption; series of dark lines on a rainbow background.	*** [3]
(Unsure/guessing/lost/help!)	******** [8]

The balrog from The Lord Of The Rings: The Fellowship Of The Ring produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	*** [3]
emission; series of bright lines on a dark background.	***************** [17]
absorption; series of dark lines on a rainbow background.	**** [4]
(Unsure/guessing/lost/help!)	********* [9]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link). The loudness of the car horn:

starts loud, then gets quieter.	**** [4]
starts quiet, then gets louder.	***** [5]
starts quiet, gets louder, then goes back down to quiet.	*********************** [23]
starts loud, gets quieter, then goes back up to loud.	[0]
(Unsure/guessing/lost/help!)	* [1]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link, same as above). The pitch (high note/low note) of the car horn:

starts high, then drops lower.	************* [13]
starts low, then goes higher.	**** [4]
starts low, goes higher, then drops back down to low.	************ [12]
starts high, goes lower, then goes back up to high.	*** [3]
(Unsure/guessing/lost/help!)	* [1]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.

"The spectrum picto-quiz was a bit challenging for me, can we find a way to go over these?"

"How do you differentiate between the different spectrums in terms of the examples that were given? I guess I'm still a little confused about their real-life applications and how each works."

"I was hoping you could provide a little more clarification on distinguishing what spectrum is being seen. I had trouble figuring out the ones that were different from the exact examples given when explaining what produces what spectra."

"I'm concerned on how learning the material more on my own will be with it all being online because the lectures were the most helpful with making me understand material."

"Are you happy going completely online? Do you think there is a chance of us maybe coming back to school if this all clears beforehand? I do NOT like all online at all." (I'm okay with it, but it is a lot of work (but I'm finally getting around to learning how to use Adobe Premiere Pro, which I've always wanted to do). As much as I would like us to return back to face-to-face classes before the end of this semester, I'm rather pessimistic about that happening.)

"Online is going to be different, but good." (I appreciate your optimism.)

"Have you ever taught this course online before? Pros and cons?" (No, this is my very first time. I'm having to learn a lot very quickly, it reminds me of when I first started teaching at Cuesta College.)

"I don't know if I'll be fine in an online class since I learn more face-to-face when you explain these things to us."

"I really appreciate the option of 'unsure/lost/guessing/help' on these questions, and I think its a fair choice for assignments like this. However, I think students have the tendency to guess an answer instead of choosing 'unsure/lost/guessing/help' in order to greatly increase their chances of getting lucky and getting points. This is just something that crossed my mind. I know you appreciate knowing if students genuinely don't understand a question or concept, so I am just wondering if this tendency might skew the feedback." (Everyone gets credit for answering a question, whether they get it correct, incorrect, or choose 'unsure/lost/guessing/help.' I think choosing 'unsure/lost/guessing/help' is actually a very honest way of students letting me know that we need to focus on certain topics in class.)

"Will there still be a tutor available for this class now that it is fully online?" (I've asked about that; still waiting to hear from the Student Success Center if tutors will be available online.)

"Thank you for your work in this difficult time." (You're welcome. Thank you all for being patient and willing to change over to learning online.)

"I hope you are staying healthy!" (You, too! #socialdistancing)

"Do you use Spectrum internet?" (Ironically, yes.)

Online reading assignment: Kirchhoff's laws (NC campus)

Astronomy 210, spring semester 2020
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 Kirchhoff's laws.


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.

"How heat can be measured by color. This was interesting to me because you only really think of 'red-hot.' Not much about any other colors."

"This was a rather confusing chapter..."

"The assigned textbook reading was interesting to me because I didn't understand the different forms of light before. I think it's interesting how there is a continuous spectrum, absorption spectrum, and an emission spectrum. I learned something new about light and it was interesting."

"Something I found out that was really interesting to me that I learned from the reading was the Doppler effect for sound and light. It was interesting learning that longer wave lenghths have low pitches and shorter wavelengths have higher pitches, and vice versa with light having the blueshift refer to shorter wavelengths of light and a redshift with longer light wavelengths."

"To learn why car horns sound different when they come towards you and pass you. It's something you don’t really think about much."

"I found the Doppler effect on light from stars interesting, I never knew the way they were moving affected the way we see them."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.

"I didn’t really understand how stars and absorption relate to each other. I know that they start with continuous light from the center but that's where I stopped understanding."

"The Doppler effect, the explanation in the textbook was hard to follow."

"I originally found the stuff on the spectra confusing, because I had trouble distinguishing between the different types at first, but now I think I know them all."

"I do not understand how to really tell the different spectra of light-producing objects. I do not know what I am really looking for."

"Colors in general are hard for me to grasp. Being color deficient makes this lesson hard to learn visually."

I believe Pluto should be a planet. (Original responses.)

Strongly disagree.	*** [3]
Disagree.	******* [7]
Neutral.	********** [10]
Agree.	***** [5]
Strongly Agree.	*** [3]

I believe Pluto should be a planet. (This is a follow-up question.)

Strongly disagree.	* [1]
Disagree.	******** [8]
Neutral.	***** [5]
Agree.	** [2]
Strongly Agree.	[0]

Briefly explain your answer to the previous question (whether Pluto should be a planet).

"It has been considered a planet but I don’t think it really matters if it is or isn't."

"I still believe that Pluto should not be a planet. The IAU had a definition of planets that was too loose and Pluto doesn't fit the criteria."

"It doesn't dominate it's orbit, and it's smaller than our own moon. Pluto does have moons which I think makes a pretty good case for it, but not having enough mass to dominate it's orbit is important in hindsight."

"I don't feel any particular way. As long as we continue to study the planets and make scientific progress."

"I have no strong opinion."

"I don't think that Pluto should be a planet because it doesn't follow the guidelines to be considered a planet."

"The way they classify a planet is very sound."

"I think that Pluto still deserves to have the label as a planet because I think it would be a really cool planet to have in a solar system and it has all the qualities a planet needs besides being in charge of its own orbit."

"I don't feel as strongly that Pluto needs to be a planet. In addition, I agree that we needed better, standardized methods for organizing what is and isn't a planet."

"Now that I learned what defines a planet I now understand Pluto doesn't classify since it does not dominate its orbit."

"I know that Pluto does not classify as a planet with the new rules. But there is still some satisfaction/niceness to still calling Pluto a planet"

"It doesn't meet the criteria to be a planet."

"Due to the newer definition of what a planet is, Pluto just doesn't qualify, it doesn't dominate its orbit 3/14/2020"

"I'm still neutral because it honestly doesn’t matter to me. I understand why it's a dwarf planet now with it sharing its orbit but it doesn’t matter to me if Pluto is a planet or not."

"Pluto does not meet the criteria to classify as a normal planet because it does not clear its orbit."

Match the spectrum type with their appearance.
(Only correct responses shown.)

Rainbow containing all colors: continuous [94%]
Rainbow with thin black lines: absorption [75%]
Colored lines on a black background: emission [69%]
Given off by hot, dense object: continuous [75%]
Given off by hot, diffuse gas atoms: emission [75%]
Passing through cool, diffuse gas atoms: [75%]

Hot, molten metal produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	********** [10]
emission; series of bright lines on a dark background.	** [2]
absorption; series of dark lines on a rainbow background.	*[1]
(Unsure/guessing/lost/help!)	*** [3]

The sun produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	* [1]
emission; series of bright lines on a dark background.	****** [6]
absorption; series of dark lines on a rainbow background.	******** [8]
(Unsure/guessing/lost/help!)	* [1]

The lights atop the Fremont Theater in San Luis Obispo, CA, produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	********* [9]
absorption; series of dark lines on a rainbow background.	** [2]
(Unsure/guessing/lost/help!)	* [1]

Your instructor produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	******* [7]
absorption; series of dark lines on a rainbow background.	*** [3]
(Unsure/guessing/lost/help!)	** [2]

The balrog from The Lord Of The Rings: The Fellowship Of The Ring produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	***** [5]
emission; series of bright lines on a dark background.	***** [5]
absorption; series of dark lines on a rainbow background.	** [2]
(Unsure/guessing/lost/help!)	**** [4]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link). The loudness of the car horn:

starts loud, then gets quieter.	** [2]
starts quiet, then gets louder.	** [2]
starts quiet, gets louder, then goes back down to quiet.	*********** [11]
starts loud, gets quieter, then goes back up to loud.	[0]
(Unsure/guessing/lost/help!)	* [1]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link, same as above). The pitch (high note/low note) of the car horn:

starts high, then drops lower.	****** [6]
starts low, then goes higher.	[0]
starts low, goes higher, then drops back down to low.	******* [7]
starts high, goes lower, then goes back up to high.	* [1]
(Unsure/guessing/lost/help!)	** [2]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.

"Do you think that making all classes go online was an overreaction? Like I went to work today, everything is still relatively normal in Paso Robles." (At this point everyone is going to come down with COVID-19; but social distancing is meant to stretch out the number of people who are sick at the same time (instead of letting everyone get sick at the same time). So, social distancing is the new norm, right now, for times like this. #flattenthecurve)

"I'm so lost with this chapter!"

"How do I take real situations measuring color and heat and apply it. All sources seem to be different. Is there a trick?" (I've posted a "spectra survival guide" video lecture on Canvas for that.)

"Will we find out what we got on our midterms online through Canvas since we aren't meeting in class anymore?" (Yes, although you can still see the midterm scores online on the old website.)

"What's your favorite part about space?" (Teaching about it, then watching students "get it.")

"How are we going to do lectures now that we are online and is it for the rest of the semester?" (I'll make videos and provide notes for the lectures, and make them available online on Canvas. All assignments (including a new discussion board) will be on Canvas as well, along with the quizzes and exams.)

"What's a blackbody spectrum and where is it mentioned? I don't remember seeing it." (It's a different name for a continuous spectrum (which is given off by hot, dense objects, which are also known as "blackbodies.")

Online reading assignment: Kirchhoff's laws (NC campus)

Astronomy 210, fall semester 2019
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 Kirchhoff's laws.


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 thought it was very interesting in the breakdown of rainbows. I have always been fascinated with rainbows and I myself always assumed a rainbow has seven colors and that my human eyes just couldn't pick up all seven. I was not aware until the reading that it does not always represent seven."

"Police radar guns measure the speed of cars in the same way astronomers measure the speed of stars."

"The Doppler effect because astronomers use it to conduct research on the sun."

"The Doppler effect. I liked how astronomers used it measure the speed of gases in the sun's atmosphere toward or away from Earth."

"I like knowing the term 'Doppler effect' as I knew the examples but necer knew what it was called."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.

"I am confused on Spectras. I think I have the basic idea on the three types of spectra, but I need a more detailed explanation on how they work."

"At times I found it confusing regarding the absorption, emission, and continuous spectra."

"I don't really understand what a spectrum even is."

"I'm still not quite understanding which sources go with which spectra such as in the following questions. I understand the main idea but can't seem to put it into effect."

"One thing I found confusing is the blueshift and the redshift. I am confused on how to know which one is which."

I believe Pluto should be a planet. (Original responses.)

Strongly disagree.	[0]
Disagree.	*** [3]
Neutral.	***** [5]
Agree.	***** [5]
Strongly Agree.	** [2]

I believe Pluto should be a planet. (This is a follow-up question.)

Strongly disagree.	* [1]
Disagree.	* [1]
Neutral.	**** [4]
Agree.	* [1]
Strongly Agree.	[0]

Briefly explain your answer to the previous question (whether Pluto should be a planet).

"It doesn't meet all of the qualifications that the other 8 planets of our solar system already pass."

"I'm neutral because Pluto has its pros and cons and I agree with some from both parts."

"I think it should be a planet because before dwarf planets, it was classified as a planet so why change it now."

"If it's orbiting the sun and its mass is big enough then it should be considered a planet."

"I think there are valid points for saying why Pluto should or shouldn’t be a planet but for me I really am find with how Pluto is."

"It does not follow the rules to be a planet. If we kept Pluto as a planet others would qualify as well and then we'd have a bunch of planets."

"Change is hard. Throughout all of my adolescence, I was taught in school that Puto is a planet. While at the same time, I am taught to trust scientific facts. At this time, it is hard for me to fully let go of Pluto being a planet, while I am trying to trust scientific facts. Ironically so, science changes all of the time. So who's to say in another 20 years, scientists and astronomers won't say, 'ah, we were wrong again! Pluto is accepted back in the planet gang!'" "

Match the spectrum type with their appearance.
(Only correct responses shown.)

Rainbow containing all colors: continuous [86%]
Rainbow with thin black lines: absorption [100%]
Colored lines on a black background: emission [86%]
Given off by hot, dense object: continuous [86%]
Given off by hot, diffuse gas atoms: emission [100%]
Passing through cool, diffuse gas atoms: [71%]

Hot, molten metal produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	* [1]
absorption; series of dark lines on a rainbow background.	* [1]
(Unsure/guessing/lost/help!)	* [1]

The sun produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	* [1]
absorption; series of dark lines on a rainbow background.	* [1]
(Unsure/guessing/lost/help!)	* [1]

The lights atop the Fremont Theater in San Luis Obispo, CA, produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	[0]
emission; series of bright lines on a dark background.	****** [6]
absorption; series of dark lines on a rainbow background.	[0]
(Unsure/guessing/lost/help!)	* [1]

Your instructor produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	* [1]
emission; series of bright lines on a dark background.	[0]
absorption; series of dark lines on a rainbow background.	***** [5]
(Unsure/guessing/lost/help!)	* [1]

The balrog from The Lord Of The Rings: The Fellowship Of The Ring produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	* [1]
emission; series of bright lines on a dark background.	***** [5]
absorption; series of dark lines on a rainbow background.	* [1]
(Unsure/guessing/lost/help!)	[0]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link). The loudness of the car horn:

starts loud, then gets quieter.	[0]
starts quiet, then gets louder.	[0]
starts quiet, gets louder, then goes back down to quiet.	******* [7]
starts loud, gets quieter, then goes back up to loud.	[0]
(Unsure/guessing/lost/help!)	[0]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link, same as above). The pitch (high note/low note) of the car horn:

starts high, then drops lower.	* [1]
starts low, then goes higher.	[0]
starts low, goes higher, then drops back down to low.	****** [6]
starts high, goes lower, then goes back up to high.	[0]
(Unsure/guessing/lost/help!)	[0]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.

"Can you please go over spectra in class, it's simple but its still a bit confusing."

"Will we learn more about the different types of spectrums because I am confused."

"Can we please go over Kirchhoff's laws?"

"What kind of equipment is used to capture a spectrum?" (Essentially just a prism to split light into its color components and project it onto a wall in a darkened room, and then you can look at it with your eye, or take a picture of it with a camera.)

"Funny how you managed to put The Lord Of The Rings into astronomy, and impressed how you did it as well."

"I remember a long time ago I ask myself why horns sounded different up close or far from you."

"Could you explain more into detail the difference between pitch and loudness. It was hard for me to distinguish the two in the horn video."

Online reading assignment: Kirchhoff's laws (SLO campus)

Astronomy 210, fall semester 2019
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 Kirchhoff's laws.


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 different kinds of spectra. I hadn't heard of them before."

"I found it interesting how there can be breaks in the light spectrum that result in how the light looks to us. I've always seen the light spectrum as a continuous, complete rainbow and haven't looked at the emission spectrum or absorption spectrum before."

"Kirchhoff's laws were interesting because I did not know anything about the three different types of spectra."

"I found learning about the different spectrums to be rather interesting however also slightly confusing. Also the Doppler effect was rather interesting to read about."

"The Doppler effect video was interesting to me because when the car horn had started at a normal note and then all of a sudden you here the car going fast and it changed the pitch/frequency of the car horn, I found cool how sound can be affected by the speed of that source."

"I love the Doppler effect, it was my favorite part of the astronomy class I took in high school. And getting to revisit it was super fun."

"The Doppler effect. Now I know why the sound of a firetruck changes while moving closer/farther away."

"I think the Doppler effect is something fascinating, and also very logical. I have had it explained to me in the past, but never understood it so well because I didn't know about wavelengths. However, that being said, I now have more questions."

"I remember learning about the Doppler effect, but forgot that it had a specific name until now."

"That the Doppler effect is used to measure the speeds of blobs of gas in the sun's atmosphere. I didn't think this type of measurement was possible/existed."

"Nothing really stood out in particular."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.

"The three kinds of spectra were not so clearly explained, I thought. Still having trouble grasping, not only how to differentiate them, but also what causes them."

"I feel like learning about the spectra it was confusing to me because there isn't much information about them other than what it is. It would make it less confusing if there were more examples about the absorption, emission and continuous spectrum types."

"It's a little hard to remember which spectra correspond with which sources."

"I'm completely lost when it comes to spectra. I am just lost."

"I found understanding the different spectra to be slightly confusing, I feel like a little bit of explanation with examples would be really helpful."

"I need more practice identifying the type of spectrum a light source produces."

"The Doppler effect is confusing."

"Blueshifts and redshifts are confusing. I'm unsure what their relevance is."

"Nothing was confusing."

I believe Pluto should be a planet. (Original responses.)

Strongly disagree.	** [2]
Disagree.	******* [7]
Neutral.	*********** [11]
Agree.	****** [6]
Strongly Agree.	***** [5]

I believe Pluto should be a planet. (This is a follow-up question.)

Strongly disagree.	* [1]
Disagree.	********* [9]
Neutral.	***** [5]
Agree.	***** [5]
Strongly Agree.	*** [3]

Briefly explain your answer to the previous question (whether Pluto should be a planet).

"I think Pluto probably shouldn’t be a planet if scientists recently discovered it doesn't align with all the qualities of a planet but at the same time it acts similar to a planet."

"Pluto should not be a planet because it does not fit the requirements to be one."

"I'm not totally sure. I feel like my explanation has something to do with the size of Pluto. Meaning one of the reasons its not included as a planet is because its to small. I don't completely think that should be the only factor when classifying a planet."

"I do not have a strong argument other than Pluto is not massive enough to clear out other bodies in and near its orbit."

"I still don't believe Pluto should be considered a planet based on the IAU classifications. Yes, it is true that Pluto was a planet until it was kicked out in 2006; however, we are wrong about science all the time. I mean look at how Ptolemy incorrectly defined retrograde--that's just what people believed during that time. We've incorrectly defined objects as planets all throughout our history, but we live in a different time now. I personally don't understand why people get so emotionally invested in Pluto not being a planet anymore. Maybe they can identify themselves with the DWARF planet (planet is technically still in the name, calm down people)."

"With Pluto not being considered a planet just because it doesnt meet one of the requirements of what makes a planet, which is how its not able to clear the other planets around its orbit. I still think it should be considered a planet."

"Pluto is cute. It's considered a 'dwarf' planet. I believe all planets, whether dwarf or other wise, should be counted in terms of our family solar system."

"It is not a planet according to current criteria. But it will always have a special place in my heart."

"I go neutral since there are certain requirements to classify a planet."

"Such a thing isn't for me to decide."

"Pluto should not be a planet because it does not dominate its orbit. It shares its orbit with a bunch of meteors and other dwarf planets. If we classify Pluto as a planet we have to classify all of those objects as planets."

"I recall us talking about how there is plenty of other objects close to Pluto that resemble its same size and shape. It seems pointless to classify it as a planet without doing so for similar objects."

"Pluto did not meet all of the requirements to be considered a planet like orbiting the sun, spherical, do not orbit other bodies."

"It hasn't cleared its neighboring region of other objects. It doesn't meet all criteria."

"Classification is important, it gives the collected data context."

"Just because Pluto isn't full-sized and has issues with its orbit, doesn't mean it shouldn't be considered a legit planet. A dwarf planet is still a planet with an orbit in a solar system."

"Even though Pluto is in the orbit around the sun, has enough gravity to make itself round but can't 'clear its neighborhood' of smaller orbits around it, I think it's okay for it to be a dwarf planet."

"To me, just like everyone's different down here, all the planets up there are unique."

"I disagree, because given a set of definitions of what a 'planet' is (and definitions are important!), Pluto doesn't check all the boxes. But to those who are still nostalgic and want Pluto to get the respect they think it deserves, i say this: 'Pluto is still a planet...it's just a dwarf planet.'"

"As we discussed in class, because Pluto is not able to dominate its orbit it cannot be a planet."

"Due to the 2006 updated definitions of a planet, Pluto does not count as one. but is instead a dwarf planet."

Match the spectrum type with their appearance.
(Only correct responses shown.)

Rainbow containing all colors: continuous [96%]
Rainbow with thin black lines: absorption [87%]
Colored lines on a black background: emission [87%]
Given off by hot, dense object: continuous [78%]
Given off by hot, diffuse gas atoms: emission [74%]
Passing through cool, diffuse gas atoms: [83%]

Hot, molten metal produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	************ [12]
emission; series of bright lines on a dark background.	*** [3]
absorption; series of dark lines on a rainbow background.	**** [4]
(Unsure/guessing/lost/help!)	**** [4]

The sun produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	******** [8]
emission; series of bright lines on a dark background.	***** [5]
absorption; series of dark lines on a rainbow background.	******** [8]
(Unsure/guessing/lost/help!)	** [2]

The lights atop the Fremont Theater in San Luis Obispo, CA, produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	*** [3]
emission; series of bright lines on a dark background.	*************** [15]
absorption; series of dark lines on a rainbow background.	*** [3]
(Unsure/guessing/lost/help!)	** [2]

Your instructor produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	**** [4]
emission; series of bright lines on a dark background.	********* [9]
absorption; series of dark lines on a rainbow background.	******** [8]
(Unsure/guessing/lost/help!)	** [2]

The balrog from The Lord Of The Rings: The Fellowship Of The Ring produces a(n) __________ spectrum, which appears as a:

continuous; rainbow.	***** [5]
emission; series of bright lines on a dark background.	****** [6]
absorption; series of dark lines on a rainbow background.	******* [7]
(Unsure/guessing/lost/help!)	***** [5]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link). The loudness of the car horn:

starts loud, then gets quieter.	*** [3]
starts quiet, then gets louder.	[0]
starts quiet, gets louder, then goes back down to quiet.	***************** [17]
starts loud, gets quieter, then goes back up to loud.	* [1]
(Unsure/guessing/lost/help!)	** [2]

Suppose you are standing on the sidewalk as a car, with its horn continuously on, passes by (video link, same as above). The pitch (high note/low note) of the car horn:

starts high, then drops lower.	*********** [11]
starts low, then goes higher.	[0]
starts low, goes higher, then drops back down to low.	******** [8]
starts high, goes lower, then goes back up to high.	*** [3]
(Unsure/guessing/lost/help!)	* [1]

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.

"Can you give us more examples of when spectra would apply to astronomy, and how to tell the difference between absorption, emission and continuous."

"I would like more explanations on type of colors given off by the three different spectra types."

"How are quantum leaps related to Kirchhoff's laws? ...Or how are quantum leaps related to different spectra?" (If electrons are jumping down to lower energy orbitals, then they will emit various photons that will correspond to the different colored lines in an emission spectrum. If electrons are absorbing photons to jump up to higher energy orbitals, then the various photons that they absorb will correspond to the missing colors (dark lines) in an absorption spectrum.)

"Sheldon's Doppler effect costume was the highlight of The Big Bang Theory TV show."

"I'm not a huge fan of The Big Bang Theory TV show either."

"If you got honked at, would you think about the Doppler effect?"

"I actually really enjoyed the car horn video because we hear car horns or sirens on an almost everyday basis, but we don't really think about the reasons behind the changes in loudness and pitch."

"Understanding the light source of the star is a bit confusing. I don't understand how the light goes from continuous to missing sections of colors in absorption. Are the outer layers acting as sort of a filter for the continuous light at the core?" (Yes, exactly.)

"Thank you for posting sample midterm questions for us to practice, as well as how many questions were from previous quizzes. Those helped me study a lot."