In this first lecture of three in the Frontiers of Science unit on astronomy, Columbia University professor David Helfand sifts through astrophysics jargon to explain the basic physics behind stars—"our signposts for measuring our place in the Universe and its history"—and how they evolve over cosmic time. A lecture video and companion PowerPoint presentation are also available on FoSO.
In this first lecture video of three in the Frontiers of Science unit on astronomy, Columbia University professor David Helfand sifts through astrophysics jargon to explain the basic physics behind stars—"our signposts for measuring our place in the Universe and its history"—and how they evolve over cosmic time. A lecture transcript and companion PowerPoint presentation are also available on FoSO.
In this PowerPoint presentation, the first of three in the Frontiers of Science unit on astronomy, Columbia University professor David Helfand sifts through astrophysics jargon to explain the basic physics behind stars—"our signposts for measuring our place in the Universe and its history"—and how they evolve over cosmic time. A lecture video and transcript are also available on FoSO.
In the first of these two multipart questions, students will apply their understanding of stellar luminosity and planetary equilibrium to estimate and interpret the theoretical "habitable zone" in our solar system. In the second question, students will use a simulation of Doppler spectroscopy to understand how detecting "wobble" is used to estimate a star's mass and orbital period. This assignment also gives students a chance to read and interpret a graph with a logarithmic scale and to consider the utility of simulations in science.
In the first of these two multipart questions, students will apply their understanding of stellar luminosity and planetary equilibrium to estimate and interpret the theoretical "habitable zone" in our solar system. In the second question, students will use a simulation of Doppler spectroscopy to understand how detecting "wobble" is used to estimate a star's mass and orbital period. This assignment also gives students a chance to read and interpret a graph with a logarithmic scale and to consider the utility of simulations in science.
This assignment requires students to apply their understanding of the use of the electromagnetic spectrum in astronomical observation and gives students practice with plots and orders of magnitude. Students are required to complete a set of calculations of peak wavelength and of brightness in this multipart question.
This assignment requires students to apply their understanding of the use of the electromagnetic spectrum in astronomical observation and gives students practice with plots and orders of magnitude. Students are required to complete a set of calculations of peak wavelength and of brightness in this multipart question.
This assignment consists of two multipart questions. The first question asks students to apply their understanding of the electromagnetic spectrum, properties of light, opacity, and blackbody radiation to make predictions. The second question asks students to apply their understanding of parallax, the period-luminosity relationship, and distance to complete a set of calculations and predictions. This assignment further allows students to practice identifying their assumptions, plotting data, and making quantitative comparisons.
This assignment consists of two multipart questions. The first question asks students to apply their understanding of the electromagnetic spectrum, properties of light, opacity, and blackbody radiation to make predictions. The second question asks students to apply their understanding of parallax, the period-luminosity relationship, and distance to complete a set of calculations and predictions. This assignment further allows students to practice identifying their assumptions, plotting data, and making quantitative comparisons.