Astronomy in-class activity: planet-hunting

Astronomy 210 In-class activity 6 v.17.01.09, spring semester 2017
Cuesta College, San Luis Obispo, CA

Students find their assigned groups of three to four students, and work cooperatively on an in-class activity worksheet to determine where in the sky each naked-eye planet will be observed on a given date (here, February 1, 2017).




Previous posts:

• Astronomy in-class activity: planet-hunting
  fall semester 2016 (August 31, 2016).
• Astronomy in-class activity: planet-hunting
  spring semester 2016 (February 4, 2016).
• Astronomy in-class activity: planet-hunting
  fall semester 2015 (September 3, 2015).
• Astronomy in-class activity: planet-hunting
  spring semester 2015 (February 4, 2015).
• Astronomy in-class activity: planet-hunting
  fall semester 2014 (September 3, 2014).
• Astronomy in-class activity: planet-hunting
  spring semester 2014 (February 6, 2014).
• Astronomy in-class activity: planet-hunting
  fall semester 2013 (September 5, 2013).
• Astronomy in-class activity: planet-hunting
  spring semester 2013 (February 6, 2013).
• Astronomy in-class activity: planet-hunting
  fall semester 2012 (September 6, 2012).
• Astronomy in-class activity: planet-hunting
  spring semester 2012 (February 2, 2012).
Astronomy in-class activity: planet-hunting
fall semester 2011 (September 1, 2011).
• Astronomy in-class activity: planet-hunting
  spring semester 2011 (February 2, 2011).
• Astronomy in-class activity: planet-hunting
  fall semester 2010 (September 2, 2010).
• Astronomy in-class activity: planet-hunting
  spring semester 2010 (February 4, 2010).

Astronomy quiz archive: Milky Way, cosmology

Astronomy 210 Quiz 7, spring semester 2016
Cuesta College, San Luis Obispo, CA

Section 70158, version 1
Exam code: quiz07sAOr


Section 70158

0- 8.0 :	*** [low = 4.0]
8.5-16.0 :	*****
16.5-24.0 :	************ [mean = 22.4 +/- 8.1]
24.5-32.0 :	**************
32.5-40.0 :	*** [high = 36.5]

Section 70160, version 1
Exam code: quiz07nt70


Section 70160

0- 8.0 :
8.5-16.0 :	**** [low = 10.5]
16.5-24.0 :	******** [mean = 23.1 +/- 5.9]
24.5-32.0 :	**********
32.5-40.0 :	** [high = 36.0]

Physics quiz archive: temperature, thermal equilibrium, heat transfer

Physics 205A Quiz 7, fall semester 2016
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz07p4sT



Sections 70854, 70855, 73320 results

0- 6 :	* [low = 6]
7-12 :	*************
13-18 :	***************
19-24 :	*************** [mean = 18.5 +/- 6.6]
25-30 :	******** [high = 30]

Astronomy midterm question: provisional IAU classification of 2014 UZ224?

Astronomy 210 Midterm 2, fall semester 2016
Cuesta College, San Luis Obispo, CA

Solar system object 2014 UZ224 was recently discussed in the news[*]:

Scientists have discovered a new object orbiting the sun in the Kuiper belt, called 2014 UZ224, which measures about 330 miles across. The smallest object in the solar system that has earned the title of "dwarf planet" (prior to this new discovery) is Ceres, which lies in the asteroid belt between Mars and Jupiter. Ceres is 590 miles across. The object 2014 UZ224 might not be a dwarf planet, but that will have to be decided by the International Astronomical Union.

Discuss why 2014 UZ224 may not qualify as a dwarf planet. Explain using the International Astronomical Union classification scheme.

[*] Calla Cofield, "New Dwarf Planet Found in Our Solar System" (October 12, 2016), scientificamerican.com/article/new-dwarf-planet-found-in-our-solar-system/.

Solution and grading rubric:

• p:
  Of the three IAU requirements (orbits the sun directly, has a rounded shape, cleared/dominates its orbit), a dwarf planet satisfies the first two. Since UZ224 orbits the sun, in the Kuiper belt (satisfying the first and third requirement), in order to not be classified as a dwarf planet, UZ224 must not be so large that its shape has been rounded (which would classify it as solar system debris).
• r:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. Understands how IAU requirements apply in correctly arguing how UZ224 would not be classified as a dwarf planet, but discussion of requirements is not explicit, or only implied, or contains extraneous information.
• t:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. Explicitly lists IAU requirements, but does not apply them correctly/consistently.
• v:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. Discussion only tangentially related to the IAU classification scheme.
• x:
  Implementation/application of ideas, but credit given for effort rather than merit. Discussion unrelated to the IAU classification scheme.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Grading distribution:
Section 70158
Exam code: midterm02sU6A
p: 30 students
r: 3 students
t: 3 students
v: 5 students
x: 0 students
y: 0 students
z: 0 students

Section 70160
Exam code: midterm02NbnW
p: 23 students
r: 0 students
t: 1 student
v: 0 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response (from student 0022):

Astronomy midterm question: stars with absolute magnitude brighter than apparent magnitude

Astronomy 210 Midterm 2, fall semester 2016
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked and answered:

un: Is the absolute magnitude of some stars brighter than their apparent magnitude?
Pa: That is the case for stars that are a long way away.

Discuss why this answer is correct, and how you know this. Explain using the relationships between apparent magnitude, absolute magnitude, and distance.

[*] answers.yahoo.com/question/index?qid=20121011172202AAobQUe.

Solution and grading rubric:

• p:
  Correct. Understands difference between apparent magnitude m (brightness as seen from Earth, when placed at their actual distance from Earth) and absolute magnitude M (brightness as seen from Earth, when placed at the "fair comparison distance" of 10 parsecs away), and discusses either of two arguments:
  1. a star farther than 10 parsecs ("a long way away") with a certain apparent magnitude will get brighter when brought closer up to 10 parsecs away from Earth, and thus its absolute magnitude will be brighter than its apparent magnitude; or
  2. a star at 10 parsecs away with a certain absolute magnitude will get dimmer when placed further away than 10 parsecs away from Earth, and thus its apparent magnitude will be dimmer than its absolute magnitude.
• r:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors.
• t:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. At least discussion demonstrates understanding of relationships between apparent magnitudes, absolute magnitudes, and distances.
• 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 apparent magnitudes, absolute magnitudes, and distances.
• x:
  Implementation/application of ideas, but credit given for effort rather than merit. Discussion based on garbled definitions of, or not based on proper relationships between apparent magnitudes, absolute magnitudes, and distances.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Grading distribution:
Section 70158
Exam code: midterm02sU6A
p: 34 students
r: 0 students
t: 1 student
v: 1 student
x: 0 students
y: 0 students
z: 0 students

Section 70160
Exam code: midterm02NbnW
p: 14 students
r: 1 student
t: 5 students
v: 4 students
x: 0 students
y: 0 students
z: 0 students

A sample "p" response (from student 9135):
A sample "p" response (from student 3168):

Astronomy midterm question: giant hotter or cooler to be bigger than a supergiant?

Astronomy 210 Midterm 2, fall semester 2016
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked and answered:

Pdg: Does a giant need to be cooler or hotter in order to be bigger in size than a supergiant?
non: Hotter.

Discuss why this answer is incorrect, and how you know this. Explain using Wien's law, the Stefan-Boltzmann law and/or an H-R diagram.

[*] answers.yahoo.com/question/index?qid=20161004185806AAV5fBU.

Solution and grading rubric:

• p:
  Correct. Uses the Stefan-Boltzmann law and/or interprets H-R diagram to demonstrate how a giant cannot be hotter in order to be bigger than a supergiant, by arguing that since a giant must be dimmer than a supergiant, in order for the giant to be bigger than a supergiant, the giant must have a cooler temperature. (Using Wien's law is not necessary to answer this question.)
• r:
  Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors.
• t:
  Contains right ideas, but discussion is unclear/incomplete or contains major errors. At least discussion demonstrates understanding of the Stefan-Boltzmann law and/or H-R diagram.
• v:
  Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to use the Stefan-Boltzmann law and/or H-R diagram.
• x:
  Implementation/application of ideas, but credit given for effort rather than merit. Discussion not clearly based on the Stefan-Boltzmann law and/or H-R diagram.
• y:
  Irrelevant discussion/effectively blank.
• z:
  Blank.

Section 70158
Exam code: midterm02sU6A
p: 15 students
r: 8 students
t: 9 students
v: 3 students
x: 1 student
y: 0 students
z: 0 students

Section 70160
Exam code: midterm02NbnW
p: 10 students
r: 3 students
t: 6 students
v: 3 students
x: 2 students
y: 0 students
z: 0 students

A sample "p" response (from student 0301):

Physics quiz archive: simple harmonic motion

Physics 205A Quiz 6, fall semester 2016
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz06rn3T



Sections 70854, 70855, 73320 results

0- 6 :
7-12 :	** [low = 9]
13-18 :	*********
19-24 :	*************************** [mean = 22.9 +/- 4.6]
25-30 :	**************** [high = 30]

Astronomy quiz archive: stellar evolution

Astronomy 210 Quiz 6, fall semester 2016
Cuesta College, San Luis Obispo, CA

Section 70158, version 1
Exam code: quiz06s1rI


Section 70158

0- 8.0 :
8.5-16.0 :
16.5-24.0 :	*************** [low = 17.5]
24.5-32.0 :	************** [mean = 26.2 +/- 5.5]
32.5-40.0 :	**** [high = 40.0]

Section 70160, version 1
Exam code: quiz06nHiR


Section 70160

0- 8.0 :
8.5-16.0 :	* [low = 16.0]
16.5-24.0 :	***********
24.5-32.0 :	******** [mean = 25.5 +/- 5.5]
32.5-40.0 :	**** [high = 40.0]

Physics quiz archive: rotations, torque, pressure, buoyancy, fluid flow

Physics 205A Quiz 5, fall semester 2016
Cuesta College, San Luis Obispo, CA
Sections 70854, 70855, 73320, version 1
Exam code: quiz05b0oM



Sections 70854, 70855, 73320 results

0- 6 :	*** [low = 6]
7-12 :	***********
13-18 :	************************* [mean = 16.6 +/- 6.0]
19-24 :	************
25-30 :	* [high = 30]

Astronomy quiz archive: sun/spectra/star properties

Astronomy 210 Quiz 5, fall semester 2016
Cuesta College, San Luis Obispo, CA

Section 70158, version 1
Exam code: quiz05s4nD


Section 70158

0- 8.0   :	** [low = 4.0]
8.5-16.0 :	**
16.5-24.0 :	***************
24.5-32.0 :	********* [mean = 26.9 +/- 6.9]
32.5-40.0 :	******** [high = 36.5]

Section 70160, version 1
Exam code: quiz05n0Ko


Section 70160

0- 8.0 :	* [low = 8.0]
8.5-16.0 :	****
16.5-24.0 :	************
24.5-32.0 :	******************* [mean = 27.5 +/- 7.3]
32.5-40.0 :	*************** [high = 40.0]