20131208

Online reading assignment: origin of life, are we alone? (SLO campus)

Astronomy 210, fall 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 the origin of life and the extraterrestrial hypothesis.

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 the slides describing how old the universe was pretty cool. It gave me a good perspective on how long the universe has been around."

"Something interesting in the presentation preview was how the formation of molecular chains. It's interesting to know that we can find today colonies of the single-cell organisms."

"I thought it was interesting that LEGO® bricks in a washing machine tend to build complex structures. I don't know why this was personally interesting to me."

"I find it very interesting that given how complex we as human beings are and with all the research done that scientists honestly believe that we were created by a big bang or accident that happened. I believe that the evidence found points in the other direction. That we are fearfully and wonderfully made."

"I thought it was interesting that with each successive step in evolution, it takes less and less time to evolve."

"I really found this whole section interesting. The possibility of life outside of Earth is both exciting and frightening to me and it was fun to hear some real science behind it other than hearing about aliens through my dad and his History Channel shows."

"I think it is very interesting how little time humans have been around yet the amount of impact we have made on Earth."

"Fossil remnants of life on Earth can be dated to about 3.4 billion years ago."

"I find the discussion on the possibility of life to be fascinating--I mean it's just crazy to think how insignificant our problems would be if there were millions of other worlds out there."

"The thought of another planet with intelligent life that we somehow have the slight possibility of coming in contact with is unfathomable. This idea interests me because if we were to discover that life actually exists outside of our planet there would be a huge social shift most likely towards scientific (especially space) exploration, but if we discovered that there was intelligent life elsewhere I don't even know what we would do. maybe stop being so petty because our egos would shatter when we realize how small we are, maybe we would be the same people we always have been but just become far more science oriented as a whole or maybe we would destroy ourselves out of fear and panic."

"I find it interesting that there's something called the Miller experiment, because that's my last name :) Also, learning about the possibility of other lifeforms."

"I thought the idea of aliens contacting us through crop circles is not only a little scary, but very interesting (even if it is fake)."

Describe something you found confusing from the assigned textbook reading or presentation preview, and explain why this was personally confusing for you.
"The Miller experiment, is it just how energy converted into simple molecules?"

"I was confused on the LEGO® washing article and how it relates."

"The Drake equation. I believe my sole purpose on this planet is to have trouble with math. I am succeeding tremendously!"

"I was a little confused on how the complex molecules lead to life, or create life."

"The origin of life and how life evolved from little to nothing confuses me."

Briefly describe a difference between life and non-living things.
"Living things are able to adapt to an environment, and needs to be able to make future generations."

"Living things manipulate their environment so survive and reproduce. Non-living things just...exist."

How important is it to you to know whether or not there may be life elsewhere other than on Earth?
Unimportant.  * [1]
Of little importance.  *** [3]
Somewhat important.  ***** [5]
Important.  ******** [8]
Very important.  **************** [16]

Briefly explain your answer regarding the importance of knowing whether there may be life elsewhere other than on Earth.
"I don't know. I'd just rather not know."

"I do not believe in aliens and believe that Earth is the only planet capable of sustaining life."

"It is important for me to know if life could exist on another planet because I am someone who has always been interested in learning more about the evolution of man."

"Life existing somewhere else could be a pathway to something new as well as changing life here on Earth."

Which type of star would be least likely to have a planet that could support life?
Massive.  ************************ [24]
Medium-mass.  **** [4]
Low-mass (red dwarf).  **** [4]
(Unsure/guessing/lost/help!)  * [1]

Briefly explain your answer to the previous question (type of star least likely to have a planet that could support life).
"Low-mass stars I think would have a lower oxygen level and things need oxygen."

"I said massive star because of their short lifetime and because they explode. Evolving a planet with life would take a lot longer than the life of a massive star."

Describe what the Drake equation is used for.
"The Drake equation is a probabilistic argument used to estimate the number of active, communicative extraterrestrial civilizations in the Milky Way."

Ask the instructor an anonymous question, or make a comment. Selected questions/comments may be discussed in class.
"I think this lesson may be my top favorite."

"What do you think would happen to our society if we found out that there was intelligent life on another planet?" (Major freak-out, I'd expect.)

"Something confusing from the presentation preview was the 'building blocks' of atoms. So when they 'hook up' how much energy and time do they need to complete the process? What happens if they don't have enough time or energy?" (Chemical processes of atoms in nature typically happen very quickly at room temperature, and actually release energy as they join up. It actually requires energy to break apart stable bonds between atoms. As for building up molecules complicated enough to become living, well, Earth has had a lot of time for that to happen.)

"How do all the seemingly random atoms and molecules (coming from the deaths of stars long ago) which make up our bodies interact in such a way that make us conscious of ourselves?" (Sounds like a philosophy question to me...)

"What's your personal opinion on the possibility of life outside Earth?" (I'd bet on it. I'd bet $1.)

"I am an alien." (Welcome to Earth.)

"If we find a new planet tomorrow and had the technology to be transported there. would you move to the new planet?" (It would depend on how Mrs. P-dog feels about that.)

Astronomy midterm question: bright-red star versus dim-orange star

Astronomy 210 Midterm 2, fall semester 2013
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked and answered:
Pdg: Your friend asks, "Of all the stars we can see in the sky tonight, which is the largest one?" You search all over the sky--should you point to a star that is bright and red, or dim and orange? (Assuming they are equally far away.)
Thms: Bright and red.
Discuss why this answer is correct, 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=20130919144534AAHf3r4.

Solution and grading rubric:
  • p:
    Correct. Uses Wien's law, the Stefan-Boltzmann law and/or interprets H-R diagram to show specifically how the "bright and red" star is cooler and more luminous, and thus must be larger in size than the "dim and orange" star, which is hotter and less luminous.
  • 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.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to use Wien's law, H-R diagram and/or the Stefan-Boltzman law.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Discussion not based on Wien's law, H-R diagram and/or the Stefan-Boltzman law.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Section 70158
Exam code: midterm02sL4g
p: 19 students
r: 8 students
t: 13 students
v: 7 students
x: 1 student
y: 0 students
z: 0 students

A sample "p" response (from student 6933) using an H-R diagram (provided on the exam):

Another sample "p" response (from student 0483) using a "box-method" analysis of the Stefan-Boltzmann law:

Yet another sample "p" response (from student 2729), using both an H-R diagram and a Stefan-Boltzmann law "box":

A sample "x" response (from student 0126):

Astronomy midterm question: example of a cool star more luminous than a hot star?

Astronomy 210 Midterm 2, fall semester 2013
Cuesta College, San Luis Obispo, CA

An astronomy question on an online discussion board[*] was asked and answered:
y2j: What is an example of how a cool star can be more luminous than a hot star?
Brnt: Two stars in the constellation Orion: Betelgeuse, a supergiant, and Bellatrix, a giant.
Discuss why this answer is correct, 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=20080210061810AAHbs0w.

Solution and grading rubric:
  • p:
    Correct. Uses Wien's law, the Stefan-Boltzmann law and/or interprets H-R diagram to show specifically how Betelgeuse (supergiant) is cooler, larger and more luminous than Bellatrix (giant), which is hotter, smaller, and less luminous.
  • r:
    Nearly correct (explanation weak, unclear or only nearly complete); includes extraneous/tangential information; or has minor errors. As (p), but arbitrarily picks one other star to compare (typically a white dwarf) with either Betelgeuse or Bellatrix. Or instead may conflate mass with size.
  • t: Contains right ideas, but discussion is unclear/incomplete or contains major errors.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least attempts to use Wien's law, H-R diagram and/or the Stefan-Boltzman law.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Discussion not based on Wien's law, H-R diagram and/or the Stefan-Boltzman law.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Section 70160
Exam code: midterm02nI5o
p: 13 students
r: 5 student
t: 3 students
v: 5 students
x: 1 student
y: 1 student
z: 0 students

A sample "p" response (from student 3055):

A sample "y" response (from student 1112):

Astronomy quiz question: supergiants

Astronomy 210 Quiz 6, fall semester 2013
Cuesta College, San Luis Obispo, CA

A __________ main-sequence star will become a supergiant.
(A) massive.
(B) medium-mass.
(C) low-mass.
(D) (Two of the above choices.)
(E) (All of the above choices.)
(F) (None of the above choices.)

Correct answer (highlight to unhide): (A)

A massive star will become a supergiant after exhausting all of the hydrogen in its core at the end of its main-sequence lifetime, before eventually exploding as a type II supernova, and its core will either become a neutron star or a black hole.

Section 70158
Exam code: quiz06SuRr
(A) : 32 students
(B) : 5 students
(C) : 0 students
(D) : 7 students
(E) : 2 students
(F) : 2 students

Success level: 68% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.37

Section 70160
Exam code: quiz06N3sT
(A) : 17 students
(B) : 2 students
(C) : 3 students
(D) : 3 students
(E) : 0 students
(F) : 1 student

Success level: 70% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.61

Astronomy quiz question: low-mass star fusion rates

Astronomy 210 Quiz 6, fall semester 2013
Cuesta College, San Luis Obispo, CA

A low-mass main-sequence star will have a slow fusion rate because of the ____________ pressure and ____________ temperature in its core.
(A) low; low.
(B) low; high.
(C) high; low.
(D) high; high.

Correct answer (highlight to unhide): (A)

The rate of fusion in a star depends on the temperature (which affects the speed of hydrogen nuclei that will need to collide with enough speed to actually come into contact and fuse) and the pressure (which affects the frequency of these collisions). Since a low-mass star does not have a lot of mass, there will be not much gravitational forces squeezing its core, and these stars also have the lowest temperatures of all the main-sequence stars.

Section 70158
Exam code: quiz06SuRr
(A) : 27 students
(B) : 8 students
(C) : 7 students
(D) : 6 students

Success level: 59% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.60

Section 70160
Exam code: quiz06N3sT
(A) : 16 students
(B) : 4 students
(C) : 4 students
(D) : 2 students

Success level: 63% (including partial credit for multiple-choice)
Discrimination index (Aubrecht & Aubrecht, 1983): 0.38

Astronomy quiz archive: stellar evolution

Astronomy 210 Quiz 6, fall semester 2013
Cuesta College, San Luis Obispo, CA

Section 70158, version 1
Exam code: quiz06SuRr

Section 70158
0- 8.0 :
8.5-16.0 : * [low = 16.0]
16.5-24.0 : *************
24.5-32.0 : ****************** [mean = 27.9 +/- 6.4]
32.5-40.0 : **************** [high = 40.0]


Section 70160, version 1
Exam code: quiz06N3sT

Section 70160
0- 8.0 :
8.5-16.0 : *** [low = 14.5]
16.5-24.0 : *********
24.5-32.0 : ****** [mean = 26.1 +/- 8.0]
32.5-40.0 : ******** [high = 40.0]

Physics midterm question: downhill rolling rings

Physics 205A Midterm 2, fall semester 2013
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Problems 8.59, 8.60

"All Disks Roll the Same"
University of Minnesota Physics Lecture Demonstrations
groups.physics.umn.edu/demo/mechanics/1Q1035.html

A large ring has twice the radius and twice the mass as a small ring. They are both released from rest, and roll the same distance without slipping down the same ramp. Discuss why the large ring and the small ring will have the same translational speed at the bottom of the ramp. Neglect friction and drag. Explain your reasoning using the properties of rotational inertia, energy forms, and conservation of energy.

(Given: Iring = M·R2.)

Solution and grading rubric:
  • p:
    Correct. Sets (a) up an energy conservation equation with changes in gravitational potential energy, translational kinetic energy, and rotational kinetic energy summing to zero (no non-conservative work) for (b) a ring rolling without slipping, and (c) notes that due to the radii and mass canceling out from all terms, the final translational speed is neither mass- nor radius-dependent, and thus the different mass and radius rings must have the same final translational speed at the bottom of the ramp.
  • r:
    As (p), but argument indirectly, weakly, or only by definition supports the statement to be proven, or has minor inconsistencies or loopholes. Has misplaced or missing factors in algebra (typically missing change in gravitational potential energy), but shows how mass and radius cancels out to result in the same final translational speed for both rings.
  • t:
    Nearly correct, but argument has conceptual errors, or is incomplete. Has missing energy term and/or rolling without slipping condition.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. At least some systematic quantitative approach to implement energy conservation for objects that roll without slipping.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Appeal to some other approach other than energy conservation, or states qualitatively how mass and/or radius will cancel out without explicitly showing how/why this should be so.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Sections 70854, 70855, 73320
Exam code: midterm02j0R6
p: 15 students
r: 6 students
t: 15 students
v: 10 students
x: 19 students
y: 1 student
z: 1 student

A sample "p" response (from student 0817), inadvertently dropping the g·(yfy0) factor:

Physics midterm question: cargo ship traveling from saltwater to freshwater ports

Physics 205A Midterm 2, fall semester 2013
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Problem 9.29(a)

"P1050821" (Tropical Fresh (TF), Tropical Seawater (T))
Darren B. Hillman
flic.kr/p/pdSe7Z

A National Park Service newsletter for the San Francisco Maritime National Historical Park describes the following scenario:
Imagine you are the captain of a gigantic cargo ship. You loaded your ship in a saltwater port in Japan, traveled across the entire Pacific Ocean, and are heading to a freshwater port in the San Francisco Bay to unload. As you travel from saltwater to freshwater, your ship's hull will sink deeper into the water[*].
Discuss why the ship will be lower in freshwater (1,002 kg/m3) than in saltwater (1,025 kg/m3). Explain your reasoning using the properties of densities, volumes, forces, Newton's laws, and Archimedes' principle (buoyant forces), and free-body diagrams.

[*] National Park Service, U.S. Department of the Interior, "Kids Fun Page—Float or Sink?" The Maritime News (July-August 2008), p. 4, nps.gov/safr/parknews/upload/maritimenews21.pdf.

Solution and grading rubric:
  • p:
    Correct. Recognizes that:
    1. the mass and weight of the ship is constant;
    2. from Newton's first law the buoyant force is equal to the weight force in either case, thus the buoyant force is the same in either saltwater or freshwater;
    3. so in order to have the same buoyant force in freshwater (lower density) as in saltwater (higher density), the volume submerged must be greater for freshwater than in saltwater.
  • r:
    As (p), but argument indirectly, weakly, or only by definition supports the statement to be proven, or has minor inconsistencies or loopholes. Typically only has two of the (1)-(3) points to be made in (p).
  • t:
    Nearly correct, but argument has conceptual errors, or is incomplete. As (r), but one of the two points being made is garbled.
  • v:
    Limited relevant discussion of supporting evidence of at least some merit, but in an inconsistent or unclear manner. Some constructive attempt at relating the buoyant force to the density of the fluid and volume displaced (Archimedes' principle) and/or Newton's first law, but typically argues that there is less buoyant force on the ship in freshwater than in saltwater.
  • x:
    Implementation/application of ideas, but credit given for effort rather than merit. Appeal to some other properties of fluids and densities other than Archimedes' principle and Newton's laws.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Sections 70854, 70855, 73320
Exam code: midterm02j0R6
p: 17 students
r: 18 students
t: 9 students
v: 17 students
x: 6 students
y: 0 students
z: 0 students

A sample "p" response (from student 7810):

Physics midterm problem: momentum comparison of slingshot ball and .44 Magnum bullet

Physics 205A Midterm 2, fall semester 2013
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Example 6.11, Conceptual Question 7.10

"Can a slingshot hit harder than handguns? The Shootout"
The Slingshot Channel
youtu.be/tLxnNP-ycVQ

Jörg Sprave from "The Slingshot Channel" made the following claim:
Mathematics say that this slingshot (with a 0.0681 kg ball) will have more momentum than most guns, except for this .44 Magnum[*].
Given that Jörg Sprave is able to stretch the slingshot's rubber bands (spring constant k = 110 N/m) by 1.60 m in a "butterfly draw"[*],[**], 
and that a .44 Magnum bullet[***] has a mass of 0.013 kg, and muzzle velocity of 391 m/s, determine whether this claim is plausible or not. Neglect friction and drag. Show your work and explain your reasoning.

[*] youtu.be/tLxnNP-ycVQ.
[**] youtu.be/kUvm6az46bg.
[***] "Bullet weight/type: 200 gr (13 g) JHP; Velocity: 1,282 ft/s (391 m/s)," wki.pe/.44_Magnum.

Solution and grading rubric:
  • p:
    Correct. Applies (1) mechanical energy conservation to find final velocity of slingshot ball, to (2) calculate momentum of slingshot ball, and (3) calculates momentum of the .44 Magnum bullet to compare it to.
  • r:
    Nearly correct, but includes minor math errors.
  • t:
    Nearly correct, but approach has conceptual errors, and/or major/compounded math errors. Successfully finds (3), but garbles attempt at (1). Or successfully finds (1), but compares speed of slingshot ball directly to bullet instead of comparing their momenta.
  • v:
    Implementation of right ideas, but in an inconsistent, incomplete, or unorganized manner. Some constructive attempt at applying energy conservation and momentum calculations.
  • x:
    Implementation of ideas, but credit given for effort rather than merit. Minimal attempt at applying energy conservation and momentum calculations.
  • y:
    Irrelevant discussion/effectively blank.
  • z:
    Blank.
Grading distribution:
Sections 70854, 70855, 73320
Exam code: midterm02j0R6
p: 12 students
r: 10 students
t: 19 students
v: 20 students
x: 5 students
y: 1 student
z: 0 students

A sample "p" response (from student 9880):

Physics midterm problem: crane-suspended caboose

Physics 205A Midterm 2, fall semester 2013
Cuesta College, San Luis Obispo, CA

Cf. Giambattista/Richardson/Richardson, Physics, 2/e, Problem 8.30

"_DSC8438.JPG"
Northwest Railway Museum
http://trainmuseum.blogspot.com/2010/11/x101-caboose-caper.html

At the Northwest Railway Museum in 2011, a train caboose was lifted and transported using two cranes[*][**]. Assume that when the caboose is suspended such that it is horizontal, the tension in each crane's cable is 73,000 N. If the caboose is instead tilted at an angle such that the center of mass is slightly closer to one cable than the other, determine the magnitude of the left cable tension force, and magnitude of the right cable tension force. Assume all forces on the caboose are vertical. Show your work and explain your reasoning.

[*] "X101 caboose caper," November 7, 2010, http://trainmuseum.blogspot.com/2010/11/x101-caboose-caper.html.

[**] Image source: "Terex RT 345 loading chart," http://www.bigge.com/crane-charts/how-to-read-load-charts.html.

Solution and grading rubric:
  • p = 20/20:
    Correct. Applies Newton's first laws for (a) translational equilibrium (the two upwards tension forces balancing the downward weight force) and (b) rotational equilibrium (the clockwise torques balancing the counterclockwise torques, about any selected pivot point). Then solves for the two tension forces.
  • r = 16/20:
    Nearly correct, but includes minor math errors. May have instead solved for the (correct) tension values by appealing to a "lever arm proportions" without explicitly demonstrating how Newton's first law for rotational equilibrium would result in this.
  • t = 12/20:
    Nearly correct, but approach has conceptual errors, and/or major/compounded math errors. At least identifies forces that exert torques on the caboose, and attempts to apply Newton's first laws for translational and rotational equilibrium.
  • v = 8/20:
    Implementation of right ideas, but in an inconsistent, incomplete, or unorganized manner. Some attempt at applying Newton's first laws for translational or rotational equilibrium.
  • x = 4/20:
    Implementation of ideas, but credit given for effort rather than merit. May involve periods of simple harmonic motion systems, and Young's law.
  • y = 2/20:
    Irrelevant discussion/effectively blank.
  • z = 0/20:
    Blank.
Grading distribution:
Sections 70854, 70855, 73320
Exam code: midterm02j0R6
p: 5 students
r: 13 students
t: 9 students
v: 19 students
x: 18 students
y: 2 students
z: 1 student

A sample "p" response (from student 1983):