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This will be an interactive class, prepare to participate!!!

This will be an interactive class, prepare to participate!!!. Are we alone?. Before beginning… Something to think about…. Astrobiology: the study of life in the Universe NASA’s Astrobiology Institute: nai.nasa.gov. NASA Ames Research Center. K-8 Recovery Sequence:

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This will be an interactive class, prepare to participate!!!

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  1. This will be an interactive class, prepare to participate!!!

  2. Are we alone?

  3. Before beginning… Something to think about…

  4. Astrobiology: the study of life in the Universe NASA’s Astrobiology Institute: nai.nasa.gov NASA Ames Research Center

  5. K-8 Recovery Sequence: • November 19, 2005: Signal intercepted • NASA Deep Space Network - Canberra The DSN currently consists of three deep-space communications facilities placed approximately 120 degrees apart around the world: at Goldstone, in California's Mojave Desert; near Madrid, Spain; and near Canberra, Australia.

  6. K-8 Recovery Sequence: • November 19, 2005: Signal intercepted • November 19, 2005: Trajectory determined • November 20, 2005: K.A.O. & transports deployed • November 21, 2005: Impact and recovery

  7. Play K-8 Recovery Sequence

  8. Think about what you just saw … We will discuss it later in the semester.

  9. Class overview

  10. Instructor: Dr. Tom Steiman-Cameron Associate Instructor: Jamie Overbeek Contact information & office hours on website & syllabus (a.k.a., Dr. Dash)

  11. Class web page: www.astro.indiana.edu/~classweb/a103s9675 Homework assignments, announcements, reading assignments, etc. Consult this site on a regular basis.

  12. FEEDBACK Critical for class! On Wednesday, you will receive five colored cards (red, blue, green, yellow, orange), please keep and always bring to class!

  13. Each class session will include: 1) multiple mini-lectures 2) peer instruction activities. The class will be divided into numerous groups that will participate in collaborative learning exercises tied to the mini-lectures.

  14. Text Book Life in the Universe 3rd Edition Bennett & Shostak Website associated with textbook: www.aw-bc.com/bennett/.

  15. It is important that you read the assigned work prior to attending class and participate in group activities. If you are having difficulty, please use scheduled office hours or make an appointment with myself or the A.I.

  16. Grades are based upon points earned: • Exams 280 pts • Homework 160 pts • Activity points 160 pts • Total 600 points • Grades are NOT curved. The syllabus provides the number of points needed for each letter grade.

  17. Exams: Exam 1: September 26 Exam 2: November 2 Final Exam: December 16, 5:00 – 7:00 pm The exam with the lowest score is worth 60 points, while the other two are each worth 110 points, for a total of 280 points. Mostly multiple choice questions, although questions of other formats may be included.

  18. Homework • Nine short homework assignments. • Each is worth 20 points. • Lowest homework grade dropped (160 points max)

  19. Activity Points There will be a number of in-class and out-of-class exercises for which you can earn “activity points”. The purpose is to encourage active participation in the learning process. Up to 160 activity points can be counted towards the final grade (significantly more than 200 points available throughout the semester)

  20. Some rules (I hate rules!!)

  21. Classroom etiquette (common courtesy) • Move conversations out of classroom • Cell phones off • Ipods off • Headphones off • No-surfing Also, no sitting on the floor in the back of the classroom or on the steps.

  22. Academic Honesty • Except when told otherwise, be solely responsible for your work. No exceptions!

  23. Most important issue - HAVE FUN!! ENJOY THE PROCESS!!!

  24. Assignment for next class: • Read Chapters 1 & 2 • Visit class webpage • Read the syllabus • Imagine that you are an alien that just arrived on Earth. Write a maximum 125 word description of what you find.

  25. Now, the journey begins…

  26. GOALS • understand how science works • develop and refine critical thinking and problem solving skills • understand current ideas of how life develops and the physical conditions under which life may exist • explore the physical processes involved in the formation and evolution of structures (e.g., stars, planets, …) in the Universe • explore the different physical environments that exist throughout the solar system and beyond • develop a fundamental framework in which to understand how and where life may exist outside of the earth

  27. Images and Concepts: • Fundamental connection between the two. • Use pictures and images often. • Will be stressed in class!

  28. Thinking, not memorizing! • A primary goal of class • Science is a process, not a set of facts!

  29. The Search for Life in the Universe • Foundations of search: • Physical laws are universal; nature works the same wherever you are in the universe. • Organic molecules (the molecules of life, built around chains of carbon atoms)form naturally and easily in a wide range of physical conditions. • Life appeared very early in the Earth’s history. • Life is known to exist on Earth under a large range of physical conditions. • Similar physical conditions are expected or known to common in the universe.

  30. We will commonly start each class by looking at the Astronomy Picture of the Day (APOD) http://antwrp.gsfc.nasa.gov/apod/ Today, a double feature!!

  31. Stellar Birth: Adrift 1,500 light-years away in one of the most recognizable constellations, the glowing Orion Nebula and the dark Horsehead Nebula. The former is a great example of a stellar nursery.

  32. Stellar death: In 1987, the brightest supernova in recent history occurred in the Large Magellanic Cloud, a companion galaxy to the Milky Way. At the center of the picture is an object central to the remains of the violent stellar explosion.

  33. Learn to question everything! Examine your assumptions and prejudices! Be creative but critical in your thinking!

  34. An exercise in observation and analytic thinking… Science begins with observations!! “Observed Facts” – something everyone can agree upon

  35. You will be shown a sequence of images of the Moon as it goes through its phases (20 cycles, repeated) assembled into a video format. Working with people near you, address the following: 1. Describe how the Moon’s appearance changes from one full moon to the next. 2. Come up with a physical explanation to explain what you see Note: The Moon cycle sequence can be found on the “Links” page of the class website

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