ERTH-102 ASTRONOMY LAB

WEEK 1:
Orientation. Pass out syllabus and lab schedules. Tu and Th classes get separated into groups A and B. All adds are in group B. Pass sign in sheet around. No one added first week (must wait until second week). Go over syllabus and lab schedule. Short demo show in planetarium. Show a few constellations, show planets moving across ecliptic, then zoom out and view solar system from above, then zoom back to Star Wars music.
OBSERVATORY:
Walk them down to observatory to see where it is. Stamped them out.

WEEK 2:
Collected folder cards and gave out folders. Told them to take notes for credit if don't have folder. Formally introduced about half the constellations on p21 (on right side of page) and the big and little dippers on p25 (and Polaris). Terms and definitions in blue book. Front side of p5 (p5A). Explain why bear tails so long.
OBSERVATORY:
Demo on setting up telescopes at observatory.

WEEK 3:
Continue giving out folders. Remind them to put names on folder, stamp-out sheet, no cell phones, and use pencil. Review constellations. 1st constellation quiz next week. Reviewed them twice (second time they have to call them out). Also review them outside with laser. Review p5A (why bear tails long). Do table at top of 5B. Use Indiana Jones music when traveling N and S. Traveling at 480,000 mph (jet airplane only goes 500 mph). Have students work in groups on questions 1-6 and a-d. Show (e), have them do (f) and (g). (g) is one I added myself at 60 deg N Lat in Alaska (AK). Makes 30-60-90 triangle, so 2 to 1 ratio for hyp to short leg, so twilight is twice as long as Quito. Have them answer last two questions 13 and 14. Didn't do Rot Calc (saved for next week). Just told them sun moves 15 deg per hour. Next week will derive it by using Earth's rotation.
OBSERVATORY:
Broke them up into groups, set up scopes slowly one step at a time checking each group as we go along. Day group looks for Igor up tower, night group looks for Jupiter. Told them telescope setup quiz is week after next.

WEEK 4:
Check extra credit HW (both sides p9) as they sign in. Review constellations in preparation for quiz tonight. Go over p9 interactively. Do a problem, ask them to do the next one. Give them time to work together while instructor walks around checking and helping. Do problem on board. Go to next problem, etc. Use planetarium to actually go to these places and check accuracy (so they "see" it). Give quiz. Assign next Cycles book reading (pp 20-32, skip moon stuff for now). Give quiz. EC homework for next week is to look up and write on back side the remaining constellations on p21 using their star charts (only proper names, star names, and some nick names - common names are not given on star chart). Show them the constellations before going to break.
OBSERVATORY:
Set up scopes. Remind them that there is a quiz on setting up scopes next week. Since Jupiter is up and looking good, that's a good one to start with for our first actual "observation". Have them set up scope, center in finder, center in eyepiece, focus, and show instructor. Then have work on worksheet p35A. Have them map out the moons in IIB (tell them to draw distances to scale). Have them draw a picture as best they can in C (showing cloud bands). Set up Starry Night and then bring groups in to identify which moons are which in their picture in B. Must label moons to get credit. When stamping out, check to be sure they labeled the moons. Can have them do part D, but only works if IO is very close to Jupiter's limb, so don't overemphasize this. Can suggest they try to see a difference from what they drew in B. At least a good discussion topic.

WEEK 5:
Planetarium down (so no planetarium use). Signed students in and checked extra credit (p21 rest of constellations using cardboard star chart). Reminded class about Solar Observation this Friday. Best if can attend, but if they can't, they will get full credit for doing an alternate activity. Gave out grade sheets, told students to review and to not leave unless everything is correct. I have copies of all quizzes, sign in sheets, etc, so that errors can be corrected. Sometimes students are trying to add one section, then don't attend the other section, and so attendance records can get a bit scrambled. This is the time to correct for this. Go over new constellations on p21 and give proper, common, and nick names (plus star names) on back side.
CARDBOARD STAR CHARTS:
Did a lecture on how to use cardboard star charts. Set date and time (discussion of Daylight Savings Time), hold overhead (but not best way to use), hold corner direction down, cover top half, view from horizon to zenith in each direction. What is doughnut in North (N star), what is dashed line (ecliptic), what is solid line (cel eq), what is band (milky way), how to find planets (look at back), ecliptic constellations are zodiac constellations, brightest stars on back too.
TELESCOPE LECTURE:
Using bluebook, did a lecture on telescopes. Drew two telescopes (big one and little one). Which scope is the most "powerful" (neither - depends on eyepiece). Which scope would you see more stars in the same field of view (big one). Telescopes are funnels of light. Iris of eye (1 cm or so), our scopes 5", Palomar 200" (goes by the square for light gathering ability). Draw ray diagrams for two types of scopes (reflector and refractor). We use a reflector in lab, Galileo used a refractor. Reflectors best for deep sky objects and less expensive (and work great for planets also). Refractors more expensive, but better optically (nothing obstructing the field of view) and good for bright objects like planets. Show how to calculate M = F(objective) / F(eyepiece) where F(objective) for our scopes is 1270mm. For our eyepieces, you get 50X (25mm eyepiece), 70X (18mm eyepiece), and 100X (12.5mm eyepiece). Discuss field of view. Finder scope is 5 deg (draw circle on board), low power is 1 deg or so, high power is 0.5 deg or so. Show as concentric circles. "This is why you have to center the star or object before looking at it under higher power."
OBSERVATORY:
Couldn't see moon, so did bottom of p4. Time how long it takes a star to drift across the field of view for low, medium, and high power eyepieces. Turn scopes off, align as best you can, use RA knob to check it crosses center of field of view, then time. Students can use their cell phones to time. Will use data in lab next week to confirm field of view discussed inside.
HOMEWORK: p11 star observation homework. It's important to explain to students how to do this. Be sure to tell them they have to measure position to within a fraction of a degree and time down to the second (using the same watch both nights). I always assign the p11 homework for one week, but often the second week, I give them another week to finish it. If you give them two weeks from the start, they won't even try it until the second week. It's good to have them think it's due the first week. They often run into problems, so I go over it again a second time. You need two nights to make it work, and they don't usually plan for that. Also, it's not uncommon for students to make stuff up and/or copy from someone else. I deal with that by discussing this in advance and laying out my policy on "misrepresenting" their work

WEEK 6:
Checked for p11A homework as students sign in. I write HW1 (for having done it the first week). During class I announce that everyone gets an extra week to work on p11A homework, but those who did it by tonight will get some extra credit. I then go through the entire assignment again as described above. I use the planetarium to "show" what I am trying to do.
REVIEW OF p4A OBSERVATION:
I then review the bottom of p4 observation activity from last week. They measured the time it takes a star to move across the field of view for high, medium, and low power eye pieces. I use the rotation calculation to explain why we divide by four to get minutes of arc. Need to explain degrees, minutes, and seconds of arc. I then take each groups data from last week, find the mean, and use this as the class determination of the field of view. You should get a bit below 1 deg for the low 50x eyepiece, a bit more than half a degree for the medium power 70x eyepiece, and about a third of a degree for the high 100x eyepiece.
REVIEW OF SOLAR OBSERVATION:
I then review what we saw during the solar observation last week. I explain what we saw with the solar filter, what we were looking at with the H alpha filter (and why the image was red, etc), and talked about the spaceweather.com web site, the synodic vs sidereal rotation of the sun, and eclipses. I then finish up with the "Secrets of the Sun " video.
OBSERVATION:
Telescope "set up" quiz. Have them setup telescopes in groups, then quiz groups on names of parts of scope. Everyone in group gets same grade (I grade easy - it's more to scare them into learning how to setup telescopes properly). Moon will be a Waxing Crescent, so we can do moon observation. I do two moon observations. The first one goes like this: find the moon, view under low power (or medium power at most), draw a full page diagram of moon in bluebook. Draw Maria as best they can and a few of the more prominent craters. Tell them to be careful to draw as accurately as possible since they will need to identify the features (Maria and craters) using a map after they are done with their drawing. Be sure to orient them. Point out that the finder is upside down, but the image through the eyepiece is right side up. Define "terminator" and "limb". Point out that the N and S poles are at the top and bottom of the terminator. This will help them get their map looking right in their bluebook. After they have shown you their pictures, give them a map to identify as many features as they can. Tell them to write out the names, not just give the numbered labels on the map. Then pull out big map and do a demo for the whole class, pointing out features that are easy to see, what's not easy to see, the names of the prominent Maria, etc. You can also put the moon on the computer and have them look at that too. Often I finish with a fun question. "What time of day would it be if you were standing at the Terminator" - answer is sunrise - explain why. Can also ask "Why can you see the dark side of the moon - Earthshine".

WEEK 7:
p11 HW: Check to see that p11 HW has been done (second week). I mark the first week at "HW1" at the upper left of their sheets, and the second week as "HW2". I give them extra credit points if they did it the first week, and full credit if they did it the second week. Analyze the data with the class. Write down all student numbers (they call them out) in two columns ("earlier" and "later"). For the column with the most values, find the median by crossing out the lowest and highest values in successive turns. The number you end up with should be close to the correct answer (4 min earlier). Then do the "Revolution Revelation" in the blue book (Rev = once/yr = (360 deg)/(365.25days) = about (360deg)/(360days) = about 1 deg per day. Now from the "Rotation Calculation" of 15deg/hr = (1deg)/(4min), we see that as Earth orbits the sun, by one degree each day, the Earth must rotate an extra degree each day to ling up with the sun for the same time. This is easiest to see if you go from noon to noon (draw diagram on white board that shows Earth at bottom and sun at top, move Earth a bit to right in it's orbit and show how it must turn more than 360deg to ling up with sun again for "noon" to "noon" times. So Earth rotates 361deg per day, and the extra degree takes 4 min of time, so that our synodic day of 24 hrs is off from the sidereal day by 4 min and it must be 4 min less (since we went 361 deg, and now we want only 360 deg). So, actual rotation period (sidereal period) is 23hrs 56 min. Discuss how this means that every night, stars and constellations rise 4 min earlier and are 1 degree further along in their journey across the sky at the same time of night. In one month, stars and constellations rise 2 hrs earlier and are 30 degrees further along in their journey across the sky at the same time of night.
SEASONS WORKSHEET: Do Seasons worksheet (p6A) by showing path off sun on each of the four equinox and solstice dates. Do 9B and continue with 10A. Extra credit for them to do 10A and B for following week.
ANNOUNCEMENTS: (1) Those who missed the solar observation must do the make-up activity in one of three ways outlined in the emails sent to all students (copy attached at end of this web page), (2) Invite students to join us for Griffith Observatory trip in Nov 4 (I sometimes give small amount of extra credit - like 1 pt (full letter grade out of 10 pts on quiz). If you want, you can use this as a make-up lab for someone who missed, but that's up to you. I sometimes do that, but it depends on the student and if we need people to go on the trip. I usually decide that later. I don't want students skipping a regular lab just because they also went to Griffith. The other complication is that they are also getting extra credit for lecture class, so you have to keep all that straight) (3) Extra credit (1 pt again) for watching the lunar impact on Friday 4:30 am and emailing me by 5:00 am or so (as per Fred's instructions on the "SBCC Astronomy Club" Facebook web page. Don't tell them the details, instruct them to go to the web page so that they MUST visit and perhaps will get involved with the club.
OBSERVATORY:
Should have dark skies. Turn off exterior lights using key. Lyra Worksheet 40A. I did parts IIA (Vega), and IIIA (Alberiol binary). I also did the telescope quiz for this group. Have them think about the colors of the binary. Use the computer to get size, distance, luminosity, and temperature info and have class write the info down on their paper next to the star (in diagram below). Pull out the big scope to show them the binary.

WEEK 9:
Check extra credit for 10A and 10B. Go over in class, having them work together and then doing it in class, then showing it with the planetarium. They have trouble with this, so takes some time. I include a review at the start showing what we did the week before and the +23.5 and -23.5 degrees above and below the Cel Eq for the sun. Star quiz on p21 constellations. Assign p22 constellations for homework. They need to look up all proper names, nick names, and star names (but not common names - not on star chart). They need to show me on way in next week for credit. Emphasize that they must always represent their own work.
QUIZ: Star Quiz 2 (p21 all). Announce that we will have the "Worksheets" quiz next week on rotation, revolution, sun angles, NCP, CEQ, synodic and sidereal pereods, etc.
OBSERVATORY:
Should have dark skies. Will continue with Lyra Worksheet 40A. Will do IIB (another binary) and IIC (M57), plus others as time permits.

WEEK 10:
Start coordinates on p4B. I do the Generalized definitions, and Terrestrial coordinates this first night, and finish the last two columns the second night. Use the planetarium to show primary poles (N, S) on Earth, the prim gr cir of Earth as equator, meridians, etc. For homework, assign for them to build the "Star Finder". You will need to hand this out to students (not included in lab folder). This is required homework (not extra credit homework). Tell them we will use this in class next week for observation.
QUIZ: Worksheets quiz on rotation, revolution, sun angles, NCP, CEQ, synodic and sidereal pereods, etc. Announce that next week will be the "indoor" telescope quiz.
OBSERVATORY:
If moon is up, then as a follow up to the previous lunar observation I did the month before, I do the lunar observation on Freds lab handout #8 (two pages double sided). Pick and choose those items that are visible for where the moon is.

WEEK 11:
Continue with p4B and finish the Horizontal and Equatorial coordinate systems.
QUIZ: I will give the "indoor" telescope quiz. Announce that next week will be the "coordinate quiz".
OBSERVATORY:
You can do the "Star Finder" observation. Assign 4-6 bright objects for them to find the RA and DEC using their home built star finders. Include bright stars, planets, the moon, and be sure to ask them to do Polaris (they better get RA=0 and DEC=34 degrees - but you will be surprised as to how many will not "get it").
If you prefer and the moon is up, then continue with Fred's lab handouts #8 as described above (in previous week). His handouts have more then enough material for multiple labs, and depending on where the terminator is, you can see different features each time.

WEEK 12:
Inferior planet worksheets p34A and p33A (in that order). Top part and bottom part of p33A (different activities - both take some time).
QUIZ: Give the "Coordinate Quiz". Announce that the next Constellation Quiz (Star Quiz #3) is next week.
OBSERVATORY:
If you have dark skies, then do the Pegasus area worksheet 40B. I do A and B. For the binary, emphasize color and what it means. Use the computer to show star distances, magnitudes, temperatures, and diameters, and the galaxy. Pull out the big scope to show them the galaxy. I would bring out the binoculars for this one! Should be really nice in the binoculars.

WEEK 13:
Talk about Ecliptic, zodiac, and zodiac constellations. Define astrology (The belief the the position of the sun, moon, and planets can influence your personality and future events). Ask what forces might be involved (gravity, mysterious force no-one can see, etc). Show 13 zodiac sign (Ophiuches). Ask who here is an Ophiuchian. Show precession, do astrological chart of a student volunteer, go back to their birthday, show what his/her "sign" is today, what it would have been 200 yrs ago, move into the future and play "Dawning of the Age of Aquarius".
QUIZ: Give Constellation Quiz (Star Quiz #3). I announce that the last quiz will be the "outside star and constellation quiz".
OBSERVATORY:
Since Daylight Savings time is over, Orion should be up. Do p42B Orion. I usually do the first three questions, and the fourth is optional. Or you can do Taurus p42A. I usually do the first two and then have them try to find M1 if you have real dark skies (and then I set it up on the big scope). Or, p43B for M81 and M82, or 41A and 41B also have some good items to look for. It's best to "pick and choose" on these.

WEEK 14:
Review of messier objects. Circle and enlarge each object we have viewed, then go on to describe others they haven't seen. Discuss different types of objects like galaxies, planetary nebula, stellar associations, globular clusters, open clusters, and finally supernova remnants. Finish with a discussion of M1 (Crab Nebula) and tie in with lecture Supernova Puzzle. Then view sky (and Crab Nebula) in enhanced visible (not visible), then radio (5th brightest radio source), X-ray (bright source), Gamma Ray (bright source). Discuss how enigmatic this is. Then turn on all messier objects rotate through them all.
QUIZ: I announce that next week will be the "outside star and constellation quiz".
OBSERVATORY:
See notes given for Wk 13 and/or take out the 29 inch scope and tell them about it and view Orion Nebula.

WEEK 15:
Play Black Holes movie while grading lab folders.
QUIZ: Give last star quiz. Give it outside if we are outside, otherwise do it in the planetarium. I have fun with this one, and everyone gets an A (of course don't tell them this in advance). I give it as a "group" quiz. I say "What star is this?", and everyone answers, or sometimes I will ask someone specifically, and if they can't get it, I have others help them out, so that everyone does well. It's a fun way to finish the semester quizzes. Some of the other quizzes were difficult for students, so this one can help boost their quiz average.
OBSERVATORY:
Don't usually go outside for last night of class, unless it was cloudy the week before, and then I take them down to see the 29 inch scope.

EXTRA ACTIVITY:
Moon worksheet 7A. Show phases in planetarium and rising and setting times.

FUN:
Time permitting, play short video clips of shows, do "proper motion" demo (good discussion topic), play "Mobius Strip" to loud music, etc.

GRADING:
I usually drop one quiz for the semester (so if they were absent, that's OK).

ISSUES AND QUESTIONS:
Am keeping a list here for future use in training others with the planetarium.

FILTERS:
We don't generally use any filters with the students. We do have filters, though, if you would like to use them, generally used only with the moon due to it's brightness. The planet filters you might be thinking of are could be UV or something subtle that won't really show a difference from our location and "not so dark" skies. Such filters are often used in astrophotography, since then small differences can show up on film (or I guess now-a-days I should say CCD). The moon filters are in the plastic box above the telescopes (connected on to the cross haired eyepieces). Not sure how many we have left.

VIEWING:
Regarding detail on Jupiter, it's more an issue of "training" students to
look for features (have them look off to the side, etc). It's not going to
be what they think, a big poster like Hubble image. The important thing is
to help them gain an appreciation of what they see as being "real", and what
Galileo saw in 1610. Describing what they should expect to see help too
(one or two very subtle bands). Have them draw it as best they can.

COMPUTER:
Another thing that helps is to have them see the object they are viewing on
the computer. I set it up and when they are all done with their
observation, I have them go in to the observatory and view it on the
computer. With Jupiter, they have to label the moons by viewing the
computer (but only after they have drawn them on their paper in the correct
scaling).

BIG SCOPE:
I don't use the orange scope much (though it's in good shape optically), so
it's a good one to use. I do pull out the big scope, though, and have
students look through it after they have finished with their scopes. It's
especially helpful for deep sky objects, but stars are good too (better
color due to more light), and planets show as clearer and more stable.

If you missed the solar observation, you may do one of three things to receive FULL CREDIT!

(a) You may join us on the Griffith Observatory Field Trip on Wed Nov 4 from 12:45 - 10 pm at night (cost is $35). Here is a link with more info:

(b) You may go on your own to Griffith Observatory to view their solar telescopes. You must write a 1-2 page summary of your expeirnece and include a diagram of the sunspots and flares you may see. Here is their link for info and directions:

(c) You may watch a one hour video at the SBCC Learning Resource Center (LRC), write a short report, and turn in for full credit. You MUST sign in using your SBCC ID. Here are the specifics: