EPSY 345

A100: Introduction to the Solar System

Section 8271, Spring 1998, MW, 9:00-11:00, SB Room 1232

On-Line Syllabus: http://

Instructor: Hollis R. Johnson

Swain Hall West, Room 324, 855-6911, johnsonh@indiana.edu,

Office Hours: MT, 1:00-3:00

Graduate Assistant, Michael Barnett

Education Building, Room 2217, 856-7493 gmbarnet@indiana.edu,

Office Hours: MW, 1-3

Description

Welcome to this special section of A100, in which we will study our fascinating solar system. Our approach in this experimental class will be considerably different from the usual class, for we will learn about the solar system by working in teams to carry out projects in a technology-rich learning environment. Computer models will be developed using virtual reality software and will require that students incorporate facts, concepts, and principles associated with astronomy in general and the solar system in particular. The "virtual worlds" developed will be posted on the World Wide Web and viewed, if possible, in Indiana University's new CAVE (a walk-in virtual environment). Because this course will be project oriented, most of a student’s effort will be focussed toward, and his\her grade will be determined by, the results of projects.

To add to the enjoyment of the course and help students learn to do by doing, there will be a few observing activities. Although these will not count heavily toward a student’s final grade, they will hopefully be helpful in learning about the sun, moon, and planets and their movements, which can be somewhat tricky to master from textbook alone. Because we expect most learning will take place through the projects, activities, and individual reading, class lectures (hopefully short ones) will be given only as students require them to help master material not presented through the projects of activities. There will be only one examination - the final examination. (If desirable, there might be a practice examination or practice quizzes.)

Our belief is that human beings can be better motivated and learn faster through direct involvement in projects, activities, and individual readings than through class lectures. This class will be a test of that idea. The solar system is an incredibly fascinating place. It is a shame, we believe, when such exciting things as suns, planets, and comets are taught through lectures. Of course, the circumstances that make this special section possible are the new technology provided by I.U. However, since it exists, it seems most sensible to use it to the fullest. This class is a pioneering attempt to do just that. Enjoy your exploration of the solar system!

Guiding Framework	This course is predicated on three assumptions: People learn better when they are directly involved Learning course content to address a meaningful problem is qualitatively different from learning to pass a test; Current technologies function less like books or films and more like studios and laboratories.
	This course is designed for students interested in using technology to learn about the solar system. Students should feel at home with a computer. They are not expected to know a programming language or have a World Wide Web page, but they must be confident about using computers. Most important is a willingness to explore and learn.
Expectations	Completion of course requirements will require: Participation as a team member to complete projects Completion of assigned papers Participation in group discussions Complete the observational activities Pass the final examination

Required Texts	Discovering the Universe, 4th ed. by Kaufmann and Comins

Goals of Course	To learn about the solar system by working in small groups to construct "models" To enjoy a technology-rich learning environment that is also project-based, student-centered, collaborative, and multidisciplinary To explore the use of virtual reality to develop realistic astronomical models in which students will learn concepts such as gravitational interactions, orbits, and structure and composition of planetary and solar atmospheres and interiors.

Grading

Grading will be based both on team scores and individual contributions and accomplishments

Project 1: Model of Earth, Moon, & Sun,

including a description of our project Contrast Paper

Project 2: Model of the Solar System, including a description of our project

Contrast paper

Project 3: Model of our choice, including a description of our project

Contrast paper

Final Examination (Monday, 4 May)

Contrast papers (3)

Observational activities

Total

200 points

100 points

1,000 points

Project #1:

Earth, Moon, & Sun Model (Team Project)

Build the Sun, Moon, Earth system with the following requirements

Correct relative sizes and distances.
Correct orbits and correct periods.
Correct spins about axis with correct periods.
Correct orientation of the orbital plane
A cross-sectional view of each body, with parts labeled, and with an description of the atmosphere and interior.

Textured with geography maps and major latitude and longitude lines.
Each student must identify 2 major sites showing research about the Sun, Earth, and Moon system, then link a brief explanation and the research group's WWW site to your model.
Place cameras in multiple positions that illustrate major Sun, Earth, & Moon system positions and make snapshots of special configurations.

Project Sharing Document (Team Project)

Create a document (not more than 4 pages) that organizes all major model features with a brief description of how it was implemented. This document will serve as a guide to your model for other groups.

Group Compare/Contrast Papers (Individual Project)

After each group completes the construction of their Sun, Earth, and Moon models, we will re-arrange groups so that there will be at least one group member from each "Model team" in the newly configured "Comparison group". Each member of a Comparison Group will use the Project Sharing Document to give the other members a tour of their model. Every student will then write a Compare/Contrast Paper that will compare and contrast their group's model with the modesl of other groups and with the real solar system. This paper should focus on the astronomical issues as they are represented in the models. It should not be a discussion of the technical how-to’s.

Project # 2

Solar System Model (Group Project)

Build the Solar System with the following requirements:

Correct relative size and distances.
Correct orbits and correct periods
Interesting features of terrestrial and Jovian planets.
Specified satellites and orbits around planets correctly given.
Correct rotation about axis with correct periods.
Correct orientation of orbital planes.
A cross-sectional view of each body with parts labeled and structure and composition of planetary atmosphere and planet interior.
Textured with surface maps.
Create the universe as the background to your Solar System Model.
Each student must identify 2 major sites of astronomy research about the solar system, then link a brief explanation and the research group's WWW site to your model.
Place cameras in multiple positions that illustrate major solar system aspects and make snapshots of special positions.

Project Sharing Document (Group Project)

Group Compare/Contrast Papers (Individual Project)

Project # 3

Extension Model (Group Project)

Choose one of the following extension projects (or an approved project you suggest):
How eclipses work
Formation of the solar system
Structure of the atom
How nuclear fusion works
Can we colonize another planet
Celestial sphere
Reasons for the seasons
Radioactivity and dating
Changes in the lunar orbit through time
All about comets

Project Sharing Document (Group Project)

Summary/Discussion Paper (Individual Project)

In this paper you will be required to write how what you and other groups did in this final project relates to that learned in the other two projects. This paper should focus on the astronomical issues as they are represented in the models. It should not be a discussion of the technical how-to’s.