Study guide for the final exam is available below.
Dr. Statler's latest Astronomy Column in the Columbus Dispatch can be found here. The same issue also has a feature article on the asteroid impact hazard.
Dr. Statler will be at the MDM Observatory, observing Earth-crossing asteroids, from March 5 to 11. Class will meet as usual.
Here is the link for the Intergovernmental Panel on Climate Change.
PRS clickers have now been assigned. The list is on the clicker cart. It is your responsibility to make sure you know your clicker number and that you use that clicker for the rest of the quarter and return it to the right slot after every class.
The TA for this class is Manasvita Joshi, office 338O Clippinger, phone 593-1711. Office Hour: Friday 3:00 - 4:00.
Photo ID is required at all exams!
Email any questions regarding this class to psc100d@phy.ohiou.edu
PDF format.
Postscript format.
Friday, January 26, in class: 1st Midterm Exam
Friday, February 23, in class: 2nd Midterm Exam
Photo ID is required at all exams
Tuesday, March 13, 2:30 PM: FINAL EXAM
Study Guide
for the 1st Midterm.
Study Guide
for the 2nd Midterm.
Study Guide
for the Final Exam.
| Class Date | Chapters/Sections/Pages | Most Essential Concepts |
| Jan. 5 | Chapter 1 | This chapter gives you an overview - a thumbnail sketch - of what we have come to understand about the structure of our Solar System, our Galaxy, and the Universe. In order to understand what comes later, it is absolutely essential that you are clear on the differences between common terms like star, planet, galaxy, and so on. Even though many people use the words almost interchangeably, they are very different things. Second, understanding the scale of things in space is crucial. Pay attention to the numbers, and compare the scale of our Solar System, our Galaxy and the Universe. Make a special effort to comprehend how much more vast the Solar System is than the Earth; the Galaxy is than the Solar System; and the Universe is than our Galaxy. The whole Universe is in motion, from the rotation of the Earth to the motion of galaxies. Next week we will look at how these motions influence what we see in the sky - and how we fugured out that we are, in fact, moving. Acquaint yourself with what is moving around what, along with what, or contrary to what. Ask yourself: in how many different ways does the Earth move? |
| Jan. 8 | Chapter 2, up to the end of section 2.2 | We are seeing the Universe from a spinning platform that is itself circling the Sun. How this fact determines what we are able to see in the sky is central. You should understand the illusory, but very useful, concept of the "celestial sphere." Extremely important is to understand what it means to measure an angular separation on the sky. Angles are not just things that live on the flat page of a geometry textbook; they exist in our real three-dimensional world. You should work to understand the apparent daily motion of the stars and Sun caused by the Earth's rotation, how the Earth's axial tilt causes our seasons, and how our view of the stars and the Sun changes as the Earth moves around in its orbit. |
| Jan. 9 | Section 2.3 to the end of Chapter 2 | One of the keys to comprehending the Universe is to free oneself from the tyrrany of the flat page and to begin to think in three dimensions. You should actually DO the moon phases demonstration for yourself. Use a flashlight or a lamp with the shade removed in an otherwise dark room for the Sun. Also pay particular attention to the observed phenomenon of retrograde motion and to its geometrical explanation. Ditto for for stellar parallax. Every single one of these is an essential clue that led astronomers of the Renaissance to the correct picture for the layout of our Solar System. |
| Jan. 11 | Chapter 3, up to the end of section 3.2 | The names and dates in this mostly historical chapter are not nearly as important as the evolution in the way people have looked at the natural world. Don't get fixated on the Greek chronology on p. 66-67, for example. BUT, you should carefully study Eratosthenes' measurement of the Earth's circumference (p. 65) and understand the Greek and Ptolemaic geocentric models of the Solar System. |
| Jan. 12 | Section 3.3 up to the end of Chapter 3 | This is one of the most important readings of the course, as it lays out the origin of our basic understanding of the Solar System. The story of how the Ptolemaic model was eventually discarded after evidence had accumulated in favor of the heliocentric picture is one of the great windows into the history of modern thought. The details of Kepler's laws of motion are important, and we will discuss them in detail on Tuesday. Don't neglect section 3.5, which digs into the meaning of the word "science," and how to distinguish good science from bad science and pseudoscience. With so many crucial issues of our day hinging on scientific data and interpretation, the people who will make the decisions of the future (that is, you) have to know how to separate real science from political posturing. |
| Jan. 16 | Reread Kepler's Laws, pp. 73-76, and Chapter 4 to the end of section 4.2 | Kepler's great success was the discovery that the motion of the planets could be described by a few relatively simple "natural laws." Make sure you understand what these "laws" mean, in terms of how planets move. Spend extra time on Figure 3.21 and Mathematical Insight 3.2; these are very important. Kepler's laws, however, seemed arbitrary and without justification until Newton pulled together the understanding of motion and mathematics, and showed that Kepler's laws were really just three different consequences of a single unifying principle. Understanding forces, accelerations, gravity, and motion (Chapter 4) is essential for anybody seeking to understand the world we live in. Virtually everything we experience, from the fall of raindrops to the spin of galaxies and more, happens according to the principles discovered by Newton. |
| Jan. 18 | Section 4.4 to the end of Chapter 4 | The goal today is to understand how the principles that Newton discovered explain the motions of planets, moons, comets, and asteroids, and how they give us the ability to send spacecraft to other planets. These are important and difficult concepts. Pay particular attention to: Figures 4.17a and 4.18, Mathematical Insight 4.3, and Figure 4.20. Don't worry about the discussion of orbital energy (potential and kinetic). We skipped section 4.3, not because it is unimportant but only because it is deeper than necessary for an introduction to the subject. But go back and read it if you feel comfortable. |
| Jan. 19 | Chapter 5, to the end of section 5.3 | Almost everything we know about astronomical objects comes from the light they emit or reflect. So it is crucial to understand what light is, how it is emitted, and how it interacts with matter. In this chapter you should make sure you understand the basic properties of waves (frequency, wavelength, speed) and how they are related to each other, meaning of the electromagnetic spectrum, and the basic structure of matter. Especially important are atomic energy levels; pay extra attention to Figure 5.12! Also look ahead and study (in other words, understand) Figures 5.14 and 5.19. |
| Jan. 22 | Section 5.4 to the end of Chapter 5 | The point of this reading is for you to understand spectra and what we can learn from them. Be able to define in your own words what a spectrum is. What makes a continuous spectrum and a line spectrum? How are the absorption and/or emission lines in a spectrum related to atomic structure? This is key; make sure you understand the connection between atomic energy levels and the wavelengths of light emitted or absorbed in the line spectrum. Also make sure you understand how astronomers use spectra to measure the temperatures and velocities of objects in space. The Doppler shift is the reason we know that the universe is expanding, and you can understand the Big Bang without understanding the Doppler effect. |
| Jan. 23 | Chapter 6 | The basic function of telescopes is the key in this chapter. What does a telescope have to do? What factors determine how a telescope is designed, and where it should be located? What are the reasons for having telescopes in orbit? And now that we do have telescopes in orbit, why do we still need telescopes on the ground? |
| Jan. 25 | Catch-Up and Review Session | Today we will finish off any topics that weren't fully discussed in class earlier in the week. Then, as time allows, you can share and discuss your answers to the questions in the Study Guide. You should prepare written answers to all of the questions in advance, and come ready to share them with your classmates. |
| Jan. 26 | 1st Midterm Exam | |
| Jan. 29 | Section 7.1 | Section 7.1 is an introduction and a brief tour of the Solar System. You should become familiar with the basic properties of the planets. You should be able to cite 3 or 4 things that distinguish each planet from the others. You should be able to say which planets in the Solar System share physical characteristics with each other (and which characteristics they share). You should be able to recognize which planet is which from a picture. But don't try to memorize all the detailed numbers in Table 7.1, unless you really enjoy that sort of thing. |
| Jan. 30 | Section 7.2 to the end of Chapter 7 | Section 7.2 contains nearly all of the information here. This is basic factual information on the structure of our Solar System. The authors do an excellent job of organizing these facts into broad categories, and focusing on the important clues that point us to an understanding of planet formation. You should become intimately familiar (that is, it should be second nature to you) with everything in this section. From section 7.3, you should gain an understanding of the basic strategy for sending spacecraft to other planets and the techniques and challenges involved, and also get a basic understanding of some of the history of planetary exploration. |
| Feb. 1 | Chapter 8, up to the end of section 8.3 | The most important things here are to understand what the Nebular Theory for the formation of the Solar System is, and how it accounts for the essential features of the Solar System. These essential facts are summarized on page 227, and were descrived in detail on pages 215-216. You should remember them, and be able to explain in detail how the Nebular Theory accounts for the orderly motions of the planets and the differences between the terrestrial and Jovian planets. Understanding how the condensation temperatures of various materials and the temperature gradient in the nebula combine to influence the properties of the planets is key. |
| Feb. 2 | Sections 8.4 to the end of Chapter 8 | In these sections you should continue to focus on how the Nebular Theory explains the existence and properties of asteroids and comets, and how it accounts for the exceptions to the general patterns in the Solar System. Why are comets and asteroids different? You should understand the reasons for thinking that Earth's Moon formed in a giant impact. Section 9.5, on the age of the Solar System, is extremely important, and you should work as hard as is necessary to understand the meaning of radioactivity, the behavior of radioactive decay (don't neglect the math!) and how radioactivity is used to measure the ages of rocks since their last melting. |
| Feb. 5 | Chapter 9, to the end of section 9.1 | As you read this chapter, remember to think in terms of physical processes at work on the terrestrial planets. This is much more important than memorizing a bunch of facts about each planet. You should understand differentiation-- what causes it, and how it alters the interior structure of a planet. You should understand the three sources of internal heat; that is, understand why they are heat sources in the first place, and how they are responsible for the internal characteristics of the Earth, Mars, Venus, and Mercury. You should understand the conditions that give rise to magnetic fields, and you should (as always!) use the book's advice to avoid common misconceptions. |
| Feb. 6 | Sections 9.2 and 9.3 | Section 9.2 lays out the basic mechanisms that can alter a solid planetary surface. Having learned about these processes and the sorts of changes they can produce, you should be able to look at photographs of planetary surfaces as you have not looked at them before. Study all of the surface photographs with an eye toward what processes have been at work to produce the features you see. What evidence of past history can you obtain from looking at the surface of a world? |
| Feb. 8 | Section 9.5 this press release from the Mars Global Surveyor project, and both this page and this page of further info. | Mars holds a cultural fascination for many people; the important thing in this reading, however, is what we do and do not yet understand about the evolution of Mars. You should be able to describe the dominant processes that have altered its surface over time, and how these processes have evidently operated differently in different regions of the planet. Probably the most compelling questions about Mars are whether, and when, it might have been like Earth, and if it was, why isn't it any more? You should be able to describe and explain what evidence there is for water on Mars, currently or in the past, and what we still need to find out to answer these questions. |
| Feb. 9 | Section 9.5 to the end of Chapter 9 | Venus is almost exactly the same size as Earth, and only 30% closer to the Sun. One might reasonably expect the two worlds to be similar, and yet they could hardly be more different. What are the important ways in which Venus and Earth are different? How many of these differences are understood at the present time, and which are still puzzling planetary scientists? |
| Feb. 12 | Chapter 10, up to the end of section 10.1 | From this chapter you should first gain an understanding of the basic structure of an atmosphere, including how the change of pressure with height above the surface keeps the atmosphere in balance with gavity (figure 10.4). You should be familiar with the differences in atmospheric composition, temperature, and pressure on the terrestrial planets. And, you should understand what the greenhouse effect is; this means that you should understand what heats a planet's surface and why infrared radiation from the surface is key. You should understand what the important "greenhouse gases" are, and how they affect that radiation. Finally, you should understand the role the greenhouse effect plays in maintaining Earth's surface temperature. Light from the Sun, and IR radiation from the Earth's surface, interacts with the atmosphere in different ways, depending on wavelength. In these sections you need to understand how these interactions give rise to the termperature structure of our atmosphere, shown in figure 10.7. Finally, be aware of what a magnetosphere is, and what its effects are. |
| Feb. 13 | Section 10.2 to the end of 10.5 | From these sections you should, first, understand the basic characteristics of atmospheric circulation on Earth and why it happens this way, the distinction between climate and weather, and what sorts of changes can result in long-term climate change. This is a central issue: the ways in which atmospheres can -- and do -- change significantly over time. Understand the mechanisms by which atmospheres can gain and lose gas. Pay special attention to the process of thermal escape: under what conditions does it happen, and what escapes? Be sure you are clear on what processes have produced tremendous changes on Venus and Mars over time. |
| Feb. 15 | Section 10.6 to the end of Chapter 10 | The issue in the last part of this chapter is the atmosphere of the Earth. Be sure you understand the ways in which Earth's atmosphere is unique, and the roles of ozone and CO2 cycle. What real information do we have on global climate change, both past and present? What is the evidence as to whether human activity is influencing global climate? |
| Feb. 16 | Chapter 11, to the end of section 11.1 | There is a great deal of factual information about Jupiter and the other outer planets in this chapter, not all of which is essential to an overall understanding of what makes these planets tick. The things that you should be particularly attuned to are: the distinguishing features of Jovian planets as compared to the terrestrials (composition, size, etc.); the basic structure of their interiors; how Jupiter's atmosphere is similar to, and yet different from, Earth's (which has to do with heat sources, absorption of radiation, and rotation), and how the atmospheres of Jupiter, Saturn, Uranus, and Neptune differ from each other. Things that are much less important are details of the composition and heights of clouds, temperatures and pressures in the interiors, and densities. |
| Feb. 19 | Section 11.2 | Here we are dealing with the moons of the jovian planets. Concentrate first on identifying the physical processes that are at work on Jupiter's satellites. Then read about the details of each moon, and look for the surface features that show these processes at work. An example: Io is the most volcanically active, and least icy, of the large moons. It is also closest to the largest Jovian planet and thus subject to the strongest tidal heating. How do these observations go hand-in-hand? |
| Feb. 20 | Sections 11.3 | The topic for today is planetary rings. You should have a clear mental picture of what rings like Saturn's are made of, and how they move. Think again about Kepler's Laws. What do they tell you about how the particles that make up the rings should orbit? Also, why are Saturn's rings so easily visible, yet those of the other Jovian planets weren't discovered until about 20 years ago? And most important, where is it now thought that rings come from, and how have earlier suggestions for their origin been proven untenable? |
| Feb. 22 | Review Session | Again we will work in groups to synthesize your answers to the questions in the Study Guide. You should prepare written answers to all of the questions in advance, and come ready to share them with your classmates. |
| Feb. 23 | 2nd Midterm Exam | |
| Feb. 26 | Chapter 12, up to the end of section 12.2 | Now we move on to the issue of what has happened to the leftover planetesimals in the present-day Solar System. You should understand the defining characteristics of asteroids and comets. Under what circumstances does a comet become a spectacular object in our night skies, and why don't asteroids ever do the same thing? What determines the structure of a comet's tail? You should also be aware of what we have learned about the early history of the Solar System from metoerites. |
| Feb. 27 | Section 12.3 to the end of Chapter 12 | We split today into two topics: Pluto and the dwarf planets, and impacts. On the dwarf planets: It's been known for many years that Pluto is more like a comet than like the other outer planets; in what ways is this true? What are the similarities beetween Pluto, Quaoar, Sedna, Eris, and the other dwarf planets? How would you explain to somebody not taking this class why it makes sense not to group Pluto with the other planets any more? On impacts: bits of interplanetary debris are striking Earth continually. Most people are entirely unaware of this, except for the much-hyped threat of "killer asteroids." You should be able adequately to explain the true situation, including the rate at which objects of insignificant, significant, or catastrophic size impact Earth. You should also understand the consequences of these impacts, from meteor showers to mass extinctions. Based on the data in the chapter, what is the probability of a significant impact during your lifetime? |
| Mar. 1 | This Columbus Dispatch article and the accompanying figures. | More on the current state of affairs regarding near-Earth asteroids and the actual risk of impacts. |
| Mar. 2 | Chapter 13, to the end of Section 13.1 | Only in the last decade have we finally found "bulletproof" evidence for the existence of planets around other stars. You should be able to explain the methods that have been used, and are being devloped, for finding planets. The most important is the Doppler technique. Make certain that you thoroughly understand the Doppler effect, and how it is used in this approach. |
| Mar. 5 | Section 13.2 to the end of Chapter 13 | We are accumulating a rapidly growing database on the properties of planets around other stars. We have reasonable estimates of planet masses, orbits, and compositions. Be sure you understand how we are able to determine, measure, or estimate these properties. You should also be clear on what it is that is unusual and unexpected about the planets that have been found, and how these discoveries have forced us to modify our understanding of how our own Solar System, and planetary systems in general, may have evolved. |
| Mar. 6 | Chapter 24, to the end of Section 24.1 | How life arose on Earth is one of the most compelling questions science can ask and address. It is very important that all educated people have a clear understanding of what evolution is, how the process of natural selection works, and what we know and do not yet know about the origins of both life in general and humans in particular. Regardless of whether you consider this to be an issue that impinges on your religious views, you still need to understand evolution in order to have an informed opinion of it. The Special Topic box on p. 714 gives a particularly cogent overview of the scientific basis behind the political issues. |
| Mar. 8 | Sections 24.2 and 24.3 | We would certainly like to believe that there is life -- and intelligent life -- elsewhere in the Universe. But the fact is that we simply do not yet have enough information to make even a well educated guess as to whether this is true or not. Consider while reading this chapter: what are the reasons why we might think life is common? What are the reasons why we might think life is rare? If you understand the issues here, you should be able to argue equally convincingly either that the Universe is full of life or that living organisms are very few and far between. |
| Mar. 9 | Section 24.4 to the end of Chapter 24 | Whether there are intelligent civilizations near enough for us to communicate with them is still a matter only for speculation and opinion. However, it is appropriate to at least have a well-reasoned and justifiable opinion. If you have an opinion on the existence of "space aliens", you should be able to justify it based on the scientific information that we do have (as opposed, say, to sensationalistic TV shows, books, and magzines). If you do not have an opinion, can you form one? Can you justify it? What would it take to change your opinion? |
| Mar. 13 | FINAL EXAM, 2:30 PM |
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Last updated 2006 Dec 27