The Universe on a Desktop: Observational Astronomy Simulations in the Instructional Laboratory

Though the value of hands-on learning has long been recognised by educators, it is difficult to design laboratories in astronomy classes that present realistic astrophysical techniques to undergraduate students. Unlike most other sciences, astronomy is largely observational, not experimental, and making useful observations involves expensive equipment over time scales inconvenient for pedagogy. In recent years, however, astronomy has gone almost completely digital, and the advent of large on-line databases and fast personal computers has made it possible to realistically simulate the experience of research astrophysics in the laboratory. Since 1992, Project CLEA (Contemporary Laboratory Experiences in Astronomy) has been developing computer-based exercises aimed primarily at the introductory astronomy laboratory. These exercises simulate important techniques of astronomical research using digital data and Windows-based software. Each of the nine exercises developed to date consists of software, technical guides for teachers, and student manuals for the exercises. CLEA software is used at many institutions in all the United States and over 60 countries worldwide, in a variety of settings from middle school to upper-class astronomy classes. The current design philosophy and goals of Project CLEA are discussed along with plans for future development

A GeoWall with Physics and Astronomy Applications

A GeoWall is a passive stereoscopic projection system that can be used by students, teachers, and researchers for visualization of the structure and dynamics of three-dimensional systems and data. The type of system described here adequately provides 3-D visualization in natural color for large or small groups of viewers. The name “GeoWall” derives from its initial development to visualize data in the geosciences.1 An early GeoWall system was developed by Paul Morin at the electronic visualization laboratory at the University of Minnesota and was applied in an introductory geology course in spring of 2001. Since that time, several stereoscopic media, which are applicable to introductory-level physics and astronomy classes, have been developed and released into the public domain. In addition to the GeoWall\u27s application in the classroom, there is considerable value in its use as part of a general science outreach program. In this paper we briefly describe the theory of operation of stereoscopic projection and the basic necessary components of a GeoWall system. Then we briefly describe how we are using a GeoWall as an instructional tool for the classroom and informal astronomy education and in research. Finally, we list sources for several of the free software media in physics and astronomy available for use with a GeoWall system

A Desktop Universe for the Introductory Astronomy Laboratory

What is a well-intentioned astronomy instructor to do? There is no argument that experience with the real world is desirable in any astronomy course, especially the introductory classes that fulfill the science distribution requirements at many colleges and universities. Though it is a simple matter to take students out of doors, show them the motions of the Sun, Moon, and stars, and have them squint for a few seconds at Saturn\u27s rings through a telescope, these activities represent only a small portion of the subject matter of modern astronomy. It is simply not possible, given the constraints of time, weather, and equipment at most schools, to have students determine the photometric distance of a star cluster, measure the dispersion distance of a pulsar, or confirm Hubble\u27s redshift-distance relation for themselves. [excerpt

Projecting Chromatic Aberrations

The chromatic aberration of lenses is a popular topic in introductory astronomy 1-4 and physics and is readily demonstrated on an optical bench to several students at a time. However, we are not aware of any published descriptions of demonstrations showing chromatic aberration that are useful for large lecture classes. This note describes a simple method of using an overhead projector and an extra lens for displaying chromatic aberrations in large lecture halls so it can be viewed by large audiences

Do You Always Need a Textbook to Teach Astro 101?

The increasing use of interactive learning strategies in Astro 101 classrooms has led some instructors to consider the usefulness of a textbook in such classes. These strategies provide students a learning modality very different from the traditional lecture supplemented by reading a textbook and homework, and raises the question of whether the learning that takes place during such interactive activities is enough by itself to teach students what we wish them to know about astronomy. To address this question, assessment data is presented from an interactive class, which was first taught with a required textbook, and then with the textbook being optional. Comparison of test scores before and after this change shows no statistical difference in student achievement whether a textbook is required or not. In addition, comparison of test scores of students who purchased the textbook to those who did not, after the textbook became optional, also show no statistical difference between the two groups. The Light and Spectroscopy Concept Inventory (LSCI), a research-validated assessment tool, was given pre- and post-instruction to three classes that had a required textbook, and one for which the textbook was optional, and the results demonstrate that the student learning gains on this central topic were statistically indistinguishable between the two groups. Finally, the Star Properties Concept Inventory (SPCI), another research-validated assessment tool, was administered to a class for which the textbook was optional, and the class performance was higher than that of a group of classes in a national study

Undergraduate and Graduate Students' Attitudes and Approaches to Problem Solving

Student attitudes and approaches to problem solving in physics and astronomy may influence their development of expertise, as well as their engagement and perception of physics and astronomy as an academic endeavor. Introductory physics and astronomy undergraduate classes, which are gateways to a major in physics and astronomy, are foundational experiences in physical science education and development of problem solving skills. Understanding undergraduate students’ attitudes and approaches may shed light on these formative experiences and what may be done to improve such experiences. On the other end of the spectrum, physics graduate students are expected to have developed significant problem solving expertise, and are potential future faculty. In their role of teaching assistants (TAs) and/or in a future capacity as instructors, graduate students may be responsible for making decisions on the types of problems used to shape their introductory students’ experiences. These decisions by TAs may be crucial in the development of introductory student problem-solving expertise. Therefore, graduate students’ attitudes about the instructional merits of different physics problems are worthy of examining in order to inform professional development programs for graduate teaching assistants. Investigating both undergraduate and graduate student perceptions about problem solving, we analyzed data related to gender, course and method of instruction, and type of problems preferred. Our data suggest that female introductory students and introductory students instructed in an evidence-based active engagement manner have more favorable attitudes and approaches to problem solving compared with male students and traditionally-instructed students. Similarly, introductory astronomy students were found to have more favorable attitudes than introductory physics students. Moreover, it was found that graduate students’ preferences regarding the types of problems they prefer to use with their introductory students does not always reflect the potential instructional benefits afforded by those problems. These findings illuminate pathways toward improving both teaching and learning of problem solving in college physics and astronomy courses